Assessing social dysfunction: The contributions of laboratory and performance-based measures

Reviewed research studies in which laboratory and performance-based measure s were used with success to identify problematic social interaction pattern s and social skills deficits associated with poor peer relationships. Howev er the clinical utility of these measures remains an empirical question. In this article, social competence is conceptualized as art organizational co nstruct, reflecting the child's capacity to integrate behavioral, cognitive , and affective skills to adapt flexibly to diverse social contexts and dem ands. Correspondingly performance-based measures of social functioning that include complex social interaction stimuli and require integrative respons es appear more likely to demonstrate social validity than measures focused on isolated behaviors or cognitions. Research studies are reviewed that inv olve observations of children in three types of analogue social situations: play groups, friendship pairs, and social-challenge situations. In additio n, studies that have utilized performance-based measures to screen and eval uate children for social skills training programs are reviewed. We conclude that performance-based measures are unlikely to be useful in determining w hether a child is experiencing social dysfunction but may enhance the clini cal analysis of the nature of the child's social difficulties. We identify gaps in the current knowledge regarding the clinical utility of perfomance- based measures of social dysfunction, along with directions for future rese arch.