Lou Ann Griswold, Samantha Townsend; Assessing the Sensitivity of the Evaluation of Social Interaction: Comparing Social Skills in Children With and Without Disabilities. Am J Occup Ther 2012;66(6):709–717. https://doi.org/10.5014/ajot.2012.004051
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© 2021 American Occupational Therapy Association
OBJECTIVE. We examined the sensitivity of the Evaluation of Social Interaction (ESI) as a measure of the overall quality of social interaction in children as they engage in social exchanges in a natural context with typical social partners.
METHOD. We compared the ESI measures of 23 children with disabilities with those of 23 children without disabilities, matched by age and gender.
RESULTS. Paired t-test analysis revealed a statistically significant difference, t(22) = −4.065, p = .001, in the quality of social interaction for the two groups of children, indicating sensitivity of the ESI.
CONCLUSION. The results support the use of the ESI to measure quality of social interaction in a natural context.
A score of 4 indicates competent or mature interactions that are respectful and well timed and supportive of the interaction.
A score of 3 indicates questionable skill performance; the skills might be considered undesirable, but no clear problem is noted.
A score of 2 indicates that the person demonstrated ineffective or immature social interaction skills; the interaction was somewhat impolite, improper, irrelevant, or disruptive to the overall intended purpose.
A score of 1 indicates that the person had very immature or markedly inappropriate social interaction skill performance indicating that the performed skill was unacceptable, the intended purpose was not supported by the skill, or the person needed assistance from another person to continue in the interaction.
Provides a valid assessment tool to assess the quality of social interaction in children to establish baseline and to measure change in their social interaction performance and
Provides a tool to enable occupational therapy practitioners to plan intervention to address specific social interaction skill deficits for children during desired activities in natural contexts.
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