The Assessment of Change in Social Interaction through Observation

Referencias bibliográficas

• Anguera, M. T. (1990). Metodología Observacional [Observational Methodology]. In J. Arnau, M. T. Anguera, & J. Gómez Benito (Eds.), Metodología de la investigación en ciencias del comportamiento [Research Methodology in Behavioral Sciences] (pp. 125-136). Murcia, Spain: Universidad de Murcia. Compobell.
• Bakeman, R. & Gottman, J. M. (1989). Observación de la interacción: introducción al análisis secuencial [Observation of interaction: introduction to sequential analysis]. Madrid, Spain: Morata.
• Bakeman, R. & Quera, V. (1996). Análisis de la interacción. Análisis secuencial con SDIS y GSEQ [Analysis of interaction. Sequential analysis with SIDS and GSEQ]. Madrid, Spain: Ra-Ma.
• Bakeman, R. (2000). Behavioural Observation and Coding. In H. T. Reis & C. M. Judd (Eds.), Handbook of Research Methods in Social and Personality Psychology (pp. 138-159). Cambridge, UK: Cambridge University Press.
• Borges, Á. & Hernández-Jorge, C. (2006). La superdotación intelectual: algo más que un privilegio [Giftedness: something else than a privilege]. Acta Científica y Tecnológica, 10, 28-33.
• Borges, A. & Rodríguez-Dorta, M. (2015). Assessment of the Teaching Quality of Teachers of Primary and Special Education. In R. V. Nata (Ed.), Progress in Education. Volume 35 (pp. 83-104). USA: Nova Science Publishers.
• Borges, Á. & Rodríguez-Naveiras, E. (2011). Diferencias en comportamientos docentes entre monitoras de un programa socioafectivo extraescolar [Instructors’ Teaching Behaviour Differences of an out-the-school Socioemotional Program]. Revista de Investigación y Divulgación en Psicología y Logopedia, 1(1), 21-29.
• Borges, A., Hernández-Jorge, C., & Rodríguez-Naveiras, E. (2011). Evidencias contra el mito de la inadaptación de las personas con altas capacidades intelectuales [Evidence against the Myth of Adjustment Problems of People with High Intellectual Abilities]. Psicothema, 23(3), 362-367.
• Briesch, A. M., Swaminathan, H., Welsh, M., & Chafouleas, S. M. (2014). Generalizability Theory: A Practical Guide to Study Design, Implementation, and Interpretation. Journal of School Psychology, 52(1), 13-35. http://dx.doi.org/10.1016/j.jsp.2013.11.008
• Cadenas, M. (2015). Análisis e intervención de la interacción social medido a través de la observación sistemática del alumnado con altas capacidades intelectuales [Analysis and Intervention of Social Interaction Measured by Systematic Observation of Students with High Intellectual Abilities] (Unpublished Doctoral dissertation). Universidad de La Laguna, Tenerife.
• Cadenas, M. & Borges, Á. (2016). Procedimientos e instrumentos de evaluación para el estudio de la interacción social. Análisis de la interacción en aula [Procedures and assessment instruments for the study of social interaction. Analysis of interaction in the classroom]. Saarbrücken: eae-Editorial Académica Española, OmniScriptum GmbH & Co. KG.
• Cadenas, M., Rodríguez, M., & Díaz, M. (2012). Los equipos de entrenamiento: una muestra para el estudio de los sesgos en la fiabilidad entre parejas de observadores [Training Equipment: A Sample for the Study of Bias in the Reliability between Observers]. Revista de Investigación y Divulgación en Psicología y Logopedia, 2(2), 41-46.
• Castellano, J., Hernández Mendo, A., Gómez, P., Fontetxa, E., & Bueno, I. (2000). Sistema de codificación y análisis de la calidad del dato en el fútbol de rendimiento [Codification System and Data Quality Analysis in Top Level Soccer]. Psicothema, 12(4), 635-641.
• Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational and Psychological Measurement, 20, 37-46.
• Coleman, L. J. (2014). The Power of Specialized Educational Environments in the Development of Giftedness: The Need for Research on Social Context. Journal for the Education of the Gifted, 37(1), 70-80. http://dx.doi.org/10.1177/0162353214521520
• Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). THE Dependability of Behavioral Measurements: Theory of Generalizability for Scores and profiles. Nueva York: Wiley.
• Del Caño, M. (1989). Interacción entre iguales y desarrollo cognitivo [Interaction between Peers and Cognitive Development] (Doctoral dissertation). Universidad de Salamanca, Salamanca, Spain.
• Díaz, P. & Cadenas, M. (2016). Medida de la interacción social en menores con problemas menores de conducta en un programa para altas capacidades. Talincrea [Measurement of social interaction in a program for high capacities]. Talento, inteligencia y creatividad, 3(2), 21-40.
• Díaz, M., Borges, A., Valadez, M. D., & Zambrano, R. (2015). Valoración de buenas prácticas docentes a través de observación sistemática [Evaluation of Good Teaching Practices through Systematic Observation]. Universitas Psychologica, 14(3), 913-922.
• Díaz-Aguado, M. (1986). El papel de la interacción entre iguales en la adaptación escolar y desarrollo social [The Role of Interaction between Peers in the Scholar Adaptation and Social Development]. Madrid, Spain: C.I.D.E.
• Flores, N. & Santoyo, C. (2009). Estabilidad y cambio de las relaciones sociales entre niños: análisis de mecanismos funcionales [Stability and Change of Social Relations between Children: Analysis of Functional Mechanism]. Revista Mexicana de Análisis de Conducta, 35(1), 59-74.
• Francis, R., Hawes, D. J., & Abbott, M. (2016). Intellectual Giftedness and Psychopathology in Children and Adolescents: A Systematic Literature Review. Exceptional Children, 82(3), 279-302. http://dx.doi.org/10.1177/0014402915598779
• Freeman, J. (2014). A 35-Year Comparison of Children Labelled as Gifted, Unlabelled as Gifted and Average-ability. Revista Educação Especial, 27(50), 563-580. http://dx.doi.org/ 10.5902/1984686X
• Gifford-Smith, M. E. & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and peer networks. Journal of School Psychology, 41(4), 235-284.
• Gross, M.U. (1989). The Pursuit of Excellence or the Search for Intimacy? The Forced-Choice Dilemma of Gifted Youth. Roeper Review, 11(4), 189-194.
• Guénolé, F., Speranza, M., Louis, J., Fourneret, P., Revol, O., & Baleyte, M. J. (2015). Wechsler Profiles in Referred Children with Intellectual Giftedness: Associations with Traitanxiety, Emotional Dysregulation, and Heterogeneity of Piaget-like Reasoning Processes. European Journal of Pediatric Neurology, 19, 402-410. http://dx.doi.org/10.1016/j.ejpn.2015.03.006
• Guijó, V. (2002). Estudio multifactorial de la conducta prosocial en niños de cinco y seis años [Multifactorial study of prosocial behavior of children between five a six years old] (Doctoral dissertation). Universidad de Burgos, Burgos, Spain.
• Harrist, A. W., Pettit, G. S., Dodge, K. A., & Bates, J. E. (2013). Dyadic synchrony in Mother-Child Interaction: Relation with Children’s Subsequent Kindergarten Adjustment. Family Relations, 43, 417-424.
• Hartup, W. W. (1992). Having friends, Making Friends and Keeping Friends: Relationships as Educational contexts. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.
• Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2009). Self-concept and Social Status of Accelerated and Nonaccelerated Students in the first 2 years of Secondary School in the Netherlands. Gifted Child Quarterly, 53(1), 50-67. http://dx.doi.org/10.1177/0016986208326556
• Jen, E., Wu, J., & Gentry, M. (2016). Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss with a Caring Adult: Implications for Educator. Journal of Advanced Academics, 27(1), 39-59. http://dx.doi.org/10.1177/107621759601900511
• Jenaabadi, H., Marziyeh, A., & Dadkan, A. M. (2015). Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students. Advances in Applied Sociology, 5, 111-118. http://dx.doi.org/10.4236/aasoci.2015.53010
• Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 60(2), 102-116. http://doi.org/10.1177/0016986216630607
• Kutnick, P. & Kington, A. (2005). Children’s Friendships and Learning in School: Cognitive Enhancement through Social Interaction? British Journal of Educational Psychology, 75, 521-538. http://doi.org/ 10.1348/000709904X24591
• Lee, S. Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships. Gifted Child Quarterly, 56(2), 90-104. http://doi.org/10.1177/0016986212442568
• López, V., Bralic, S., & Arancibia, V. (2002). Representaciones sociales en torno al talento académico: estudio cualitativo [Social Representations on Academic Talent: A Qualitative Study]. Psykhe: Revista de la Escuela de Psicología, 11(1), 183-201.
• Lungu, O. V. & Debas, K. (2013). Motor Learning during Social Interaction: The Role of Social Interdependence. Journal of Applied Social Psychology, 43, 1984-1996. http://dx.doi.org/10.1111/jasp.12151
• McKinney, J. D., Mason, J., Perkerson, K., & Clifford, M. (1975). Relationship between Classroom Behaviorand Academic Achievement. Journal of Educational Psychology, 67(2), 198-203.
• Monjas, M.J. (1997). Programas de enseñanza de habilidades de intervención social (PEHIS) para niños y adultos [Program for Teaching Social Intervention Skills for Children and Adults]. Madrid, Spain: CEPE.
• Montero, R., Hernández-Jorge, C., & Borges, A. (2010). Estudio de las expectativas de padres y madres sobre el Programa Integral de Altas Capacidades (PIPAC) [Study about fathers and mothers expectations about the Comprehensive Program for High Intellectual Abilities (PIPAC)]. In J. Díaz, E. & Gámez (Coords.), Motivación y Emoción: investigaciones actuales [Motivation and Emotion: Current Research] (pp. 371-382), Santa Cruz de Tenerife, Spain: Servicio de Publicaciones. Universidad de La Laguna.
• Navarro, I., Rodríguez-Naveiras, E., López-Aymes, G., & Cadenas, M. (2015). Evaluación de la interacción en un programa extracurricular usando la metodología observacional [Evaluation of the Interaction in a Out-Of-School Program using Observational Methodology]. Revista Talento, Inteligencia y Creatividad 2(1), 24-43.
• Pachucki, M. C., Ozer, E. J., Barrat, A., & Cattuto, C. (2015). Mental Health and Social Networks in Early Adolescence: A Dynamic Study of Objectively-Measured Social Interaction Behaviors. Social Science & Medicine, 125, 40-50. http://dx.doi.org/10.1016/j.socscimed.2014.04.015
• Peters, W. A., Grager-Loidl, H., & Supplee, P. (2000). Underachievement in Gifted Children and Adolescents: Theory and Practice. In K.A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent, (pp. 609-620). Oxford, UK: Elsevier.
• Pomar, C., Díaz, O., & Fernández, M. (2006). Programas de enriquecimiento: más allá del desarrollo intelectual. La experiencia de ASAC-Galicia [Enrichment Programs: Beyond the Intellectual Development. The experience ASAC-Galicia]. Faísca, 11(13), 102-111.
• Portell, M., Anguera, M. T., Chacón-Moscos, S., & Sanduvete-Chaves, S. (2015). Guidelines for Reporting Evaluations Based on Observational Methodology. Psicothema, 27(3), 283-289. http://dx.doi.org/10.7334/psicothema2014.276
• Plucker, J. A. & Callahan, C. M. (2014). Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future. Exceptional Children, 80(4), 390-406. http://doi.org/10.1177/0014402914527244
• Renzulli, J. (2014). The Schoolwide Enrichment Model: A Comprehensive Plan for the Development of Talents and Giftedness. Revista Educação Especial, 27(50), 539-562. http://dx.doi.org/ 10.5902/1984686X
• Rodríguez Naveiras, E. (2011). PROFUNDO: Un instrumento para la evaluación de proceso de un programa de altas capacidades [PROFUNDO: An Instrument for the Process Evaluation of a Program of High Abilities]. La Laguna, Spain: Universidad de La Laguna. Servicio de Publicaciones.
• Rodríguez-Naveiras, E. & Borges, A. (2015). Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program. Journal of Curriculum and Teaching, 4(1), 145-155.
• Rodríguez-Naveiras, E. & Borges, A. (2016). Evaluación formativa y sumativa del programa integral para altas capacidades (PIPAC) [Formative and Summative Evaluation of the Comprehensive Program for High Abilities]. In D. Valadez, G. López, A. Borges, J. Betancourt, & R. Zambrano (Coords). Programas de intervención para niños con altas capacidades y su evaluación [Intervention Programas for Children with High Abilities and its Evaluation] (pp. 49-65). México: Manual Moderno
• Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships and groups. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, Vol. 3: Social, emotional and personality development (pp. 619-700). Hoboken, NJ.: Wiley.
• Sánchez-Algarra, P. & Anguera, M. T. (2013). Qualitative/Quantitative Integration in the Inductive Observational Study of Interactive Behaviour: Impact of Recording and Coding among Predominating Perspectives. Quality & Quantity, 47(2), 1237-1257. http://dx.doi.org/10.1007/s11135-012-9764-6
• Sackett, G. P. (1979). The Lag Sequential Analysis of Contingency and Ciclicity in Behavioral Interaction Research. In J. Osofsky (Ed.), Handbook of infant development (pp. 623-649). Nueva York: Wiley.
• Santoyo, C. (1996). Behavioral Assessment of Social Interactions in Natural Settings. European Journal of Psychological Assessment, 12(2), 124-131.
• Santoyo, C. (2006). La ecología social de la cotidianeidad en la escuela: Redes sociales y mecanismos funcionales [Social Ecology of Everyday in the School: Social Network and Functional Mechanisms]. In C. Santoyo & C. Espinosa (Eds.), Desarrollo e interacción social: Teoría y métodos de investigación en contexto [Development and Social Interaction: Theory and Research Methods within the Context] (pp. 113-150). México: UNAM/CONACyT.
• Terrasier, J. C. (2000). La disincronía de los niños precoces [Dysincrony in Precocious Children]. In Y. Benito (Coord.), Problemática del niño superdotado [Problems of Gifted Children] (pp. 69-74). Salamanca, Spain: Amarú.
• Vogl, K. & Preckel, F. (2014). Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes. Gifted Child Quarterly, 58(1), 51-60. http://dx.doi.org/10.1177/0016986213513795
• Webb, N. (1983). Interacción entre estudiantes y aprendizaje en grupos pequeños [Interaction between Students and Learning in Small Groups]. Infancia y Aprendizaje, 27(28), 159-183.
• Wu, C., Hursh, D. E., Walls, R.T., Stack, S. F., & Lin, I. (2012). The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler. Education and Treatment of Children, 35(3), 371-388. http://doi.org/10.1353/etc.2012.0021