- Aksoy, P. (2014). Hikâye anlatma temelli ve oyun temelli sosyal beceri eğitiminin anasınıfına devam eden çocukların sosyal becerilerine etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Fen Bilimleri Enstitüsü, Ankara. [Google Scholar]
- Ambrose, H. (2013). Young children's emotion regulation and social skills: The role of maternal emotional socialization and mother-child interactional synchrony. Unpublished Thesis, University of Windsor Scholarship at UWindsor. [Google Scholar]
- Retrieved from https://pdfs.semanticscholar.org/cefe/afcfe35347cda4403c80524d039e63f5d7de.pdf. Available date: 26.02.2018. [Google Scholar]
- Avcıoğlu, H. (2007). Sosyal Becerileri Değerlendirme Ölçeğinin geçerlik ve güvenirlik çalışması (4-6 yaş). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 93-103. [Google Scholar]
- Boisjoli, J. A. and Matson, J. L. (2009). General methods of assessment. In Social behavior and skills in children. J. L. Matson (Ed.), (pp. 60-75). New York: Springer Science+Business Media. [Google Scholar]
- Brown, T. A. (2006). Confirmatory factor analysis for applied research: Methodology in the social sciences. New York: The Guilford Press. [Google Scholar]
- Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (19. baskı). Ankara: Pegem A Yayıncılık. [Google Scholar]
- Cai, X., Kaiser, A. P. and Hancock, T. B. (2004). Parent and teacher agreement on child behaviour checklist items in a sample of preschoolers from low-income and predominantly African American families. Journal of Clinical Child and Adolescent Psychology, 33(2), 303-312. [Google Scholar]
- Calderalla, P. and Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26(2), 264–268. [Google Scholar]
- Cornish, U. and Ross, F. (2004). Social skills training for adolescents with general moderate learning difficulties. Support for Learning, 19(4), 197-199. [Google Scholar]
- Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LİSREL uygulamaları (2. baskı). Ankara: Pegem Akademi. [Google Scholar]
- Elliott, S. N., Gresham, F. M., Frank, J. L. and Beddow, P. A. (2008). Intervention validity of social behavior rating scales: Features of assessments that link results to treatment plans. Assessment for Effective Intervention, 34(1), 15-24. [Google Scholar]
- Elliot, S. N., Sheridan, S. M. and Gresham, F. M. (1989). Assessing and treating social skills deficits: A case study for the scientist-practitioner. Journal of School Psychology, 27(2), 197-222. [Google Scholar]
- Gagnon, S. G., Nagle, R. J. and Nickerson, A. B. (2007). Parent and teacher rating of peer interactive play and social-emotional development of preschool children at risk. Journal of Early Intervention, 29(3), 228-242. [Google Scholar]
- Gresham, F. M. (1981). Social skills training with handicapped children: A review. Review of Educational Research, 51(1), 139-176. [Google Scholar]
- Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319-332. [Google Scholar]
- Gresham, F. M. and Elliott, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assesment. The Journal of Special Education, 21(1), 167-181. [Google Scholar]
- Gresham, F. M. and Elliott, S. N. (2008). Social skills improvement system (SSIS) rating scales. Bloomington, MN: Pearson Assessments. [Google Scholar]
- Gresham, F. M., Elliot, S. N., Cook, C. R., Vance, M. J. and Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the social skill improvement system rating scales. Psychological Assessment, 22(1), 157-166. [Google Scholar]
- Heyman, M., Poulakos, A., Upshur, C. and Wenz-Gross, M. (2016). Discrepancies in parent and teacher ratings of low-income preschooler's social skills. Early Child Development and Care, 188, 759-773. [Google Scholar]
- Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Application Quantity Method, 3(1), 76-83. [Google Scholar]
- Hosokawa, R., Katsura, T. and Shizawa, M. (2015). The relationship between social skills, fathers’ involvement, and economic status in preschool children. Journal of Health Science, 5(3), 52-57. [Google Scholar]
- Kapıkıran, N., İvrendi, A. B. ve Adak, A. (2006). Okul öncesi çocuklarında sosyal beceri: Durum saptaması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 20-28. [Google Scholar]
- Karabulut, A. G. (2018). Okul öncesi eğitimine devam eden 5-6 yaş çocukların sosyal becerileri ile ebeveynlerinin ihmalci davranışları arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. [Google Scholar]
- Kayış, A. (2014). Güvenilirlik analizi (reliability analysis). SPSS uygulamalı çok değişkenli istatistik teknikleri içinde. Ş. Kalaycı (Ed.). (6. baskı), (ss.403-419). Ankara: Asil Yayın Dağıtım. [Google Scholar]
- Kline, R. B. (2005). Principles and practice of stractural equation modeling (2nd edition). New York: The Guilford Press. [Google Scholar]
- Koçyiğit, S. ve Kayılı, G. (2008). Montessori eğitimi alan ve almayan anaokulu öğrencilerinin sosyal becerilerinin karşılaştırılması. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 511-516. [Google Scholar]
- Lindon, J. (2011). Supporting children's social development: Positive relationships in the early years. Luton, GBR: Mark Allen Group. [Google Scholar]
- Maleki, M., Mardani, A., Chehrzad, M. M., Dianatinasab, M. and Vaismoradi, M. (2019). Social skills in children at home and in preschool. Behavioral Sciences, 9(7), 1-15. [Google Scholar]
- McClelland, M. M. and Scalzo, C. (2006). Social skills deficits. In Clinician's handbook of child behavioral assessment. M. Hersen (Ed.), (pp. 313-335). San Diego, CA: Elsevier Academic Press. [Google Scholar]
- Merrell, K. W. (1995). Relationships among early childhood behavior rating scales: Convergent and discriminant construct validity of the preschool and kindergarten behavior scales. Early Education and Development, 6(3), 253-264. [Google Scholar]
- Merrell, K. W. (1996). Social-emotional assessment in early childhood. The preschool and kindergarten behavior scales. Journal of Early Intervention, 20(2), 132-145. [Google Scholar]
- Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices and new directions. Exceptionality, 9(1&2), 3–18. [Google Scholar]
- Meydan, C. H. ve Şeşen, H. (2011). Yapısal eşitlik modellemesi: AMOS uygulamaları. Ankara: Detay Yayıncılık. [Google Scholar]
- Nitzan, N. and Roth, D. (2014). Social skills among young children with moderate to severe intellectual disability: A comparative study of parents' and teachers' reports and its correlation with parental stress. Issues in Special Education & Inclusion, 27(1), 79-97. [Google Scholar]
- Özbey, S. (2009). Anaokulu ve anasınıfı davranış ölçeği’nin (PKBS-2) geçerlik güvenirlik çalışması ve destekleyici eğitim programının etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
- Öztürk, F. D. (2019). Okul öncesi 4-6 yaş grubu çocukların bağlanma stilleri ile sosyal beceri düzeyi ve oyun davranışı arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, İstanbul Aydın Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
- Rizka, S. M. and Bacotang, J. (2018). The relationship between parenting styles and children’s social skills. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), December 3-4, 258-262. [Google Scholar]
- Sacks, S. Z. (2006). Theoretical perspectives on the early years of social development. In Teaching social skills to students with visual impairments: From theory to practice. S. Z. Sacks and K. E. Wolffe, (Eds.), (pp. 51-80). New York: American Foundation for the Blind. [Google Scholar]
- Schermelleh-Engel, K., Moosbrugger, H. and Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. [Google Scholar]
- Segrin, C. and Giverts, M. (2003). Methods of social skills training and development. In Handbook of communication and social interaction skills. J. O. Greene and B. R. Burleson (Eds.), (pp. 135-176). New Jersey: Lawrence Erlbaum Associates Inc. [Google Scholar]
- Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96. [Google Scholar]
- Stanley, M. (2009). Çocuk ve beceri. İstanbul: Ekinoks Yayıncılık. [Google Scholar]
- Stapleton, C. D. (1997). Basic concepts and procedures of confirmatory factory analysis. http://ericae.net/ft/tamu/Cfa.htm’den alınmıştır. Erişim Tarihi: 08.11.2013. [Google Scholar]
- Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74. [Google Scholar]
- Tabachnick, B. G. and Fidell, L. S. (2012). Using multivariate statistics (6th edition). Bacon: Pearson Education Inc. [Google Scholar]
- Wright. R. J. (2010). Multifaceted assessment for early childhood education. Thousand Oaks, CA: SAGE Publications, Inc. [Google Scholar]
- Yılmaz, İ. (2018). Okul öncesi dönemde çocukların bağlanma biçimi ile sosyal beceri ve problem davranışları arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
|