Correlates of social competence in retarded children

The relationship of role-taking and referential-communication skills with social competence was assessed in 32 retarded children (mean IQ = 56.4; mean CA = 13 years, 7 months). Significant associations were found between two types of teacher measures of children's social competence, between measures made by teachers and children themselves, and among scores of social competence and the skills of role-taking and referential communication. The findings suggest ways of assessing social adaptation more directly, which may be extended into specific interventions.