The social skills intake interview: Reliability and convergent validity assessment

1983 ◽  
Vol 14 (4) ◽  
pp. 305-310 ◽  
Author(s):  
Peter M. Monti
Keyword(s):  
Social Skills ◽  
Convergent Validity ◽  
Validity Assessment ◽  
The Social ◽  
Intake Interview

scholarly journals Social skills of adolescents: convergent validity between IHSA-Del-Prette and MESSY

2014 ◽  
Vol 31 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Zilda Aparecida Pereira Del Prette ◽  
Maycoln Teodoro ◽  
Almir Del Prette
Keyword(s):  
Social Skills ◽  
Public School ◽  
Educational Program ◽  
Convergent Validity ◽  
The Social

This research investigates the evidence demonstrating the reliability and convergent validity between the Social Skills Inventory for Adolescents and the Matson Evaluation of Social Skills with Youngsters in two groups: the first with 136 adolescents from a public school (89 females and 47 males, with ages ranging from 12 to 17 years, 13.98 ± 1.24 years); the second with 24 adolescents from a socio-educational program (ages ranging from 13 to 17 years, 15.64 ± 1.18 years). The results showed low and moderate correlations between some subscales of both instruments (Matson Evaluation of Social Skills with Youngsters and Social Skills Inventory for Adolescents), evidencing convergent validity between the Social Skills Inventory for Adolescents scores and the social skills/assertiveness" subscale of the Matson Evaluation of Social Skills with Youngsters. Comparisons between the groups indicated that the second sample had less difficulty in Civility (Social Skills Inventory for Adolescents) than the first sample (public school adolescents).

Measurement in the social sciences: where C-OAR-SE delivers and where it does not

2016 ◽  
Vol 50 (11) ◽  
pp. 1942-1952 ◽  
Author(s):  
Thomas Salzberger ◽  
Marko Sarstedt ◽  
Adamantios Diamantopoulos
Keyword(s):  
Social Sciences ◽  
Convergent Validity ◽  
Measurement Theory ◽  
Measurement Instruments ◽  
Physical Sciences ◽  
Single Item ◽  
Content Type ◽  
Validity Assessment ◽  
The Social ◽  
Definition Of

Purpose This paper aims to critically comment Rossiter’s “How to use C-OAR-SE to design optimal standard measures” in the current issue of EJM and provides a broader perspective on Rossiter’s C-OAR-SE framework and measurement practice in marketing in general. Design/methodology/approach The paper is conceptual, based on interpretation of measurement theory. Findings The paper shows that, at best, Rossiter’s mathematical dismissal of convergent validity applies to the completely hypothetical (and highly unlikely) situation where a perfect measure without any error would be available. Further considerations cast serious doubt on the appropriateness of Rossiter’s concrete object, dual subattribute-based single item measures. Being immunized against any piece of empirical evidence, C-OAR-SE cannot be considered a scientific theory and is bound to perpetuate, if not aggravate, the fundamental flaws in current measurement practice. While C-OAR-SE indeed helps generate more content valid instruments, the procedure offers no insights as to whether these instruments work properly to be used in research and practice. Practical implications This paper concludes that great caution needs to be exercised before adapting measurement instruments based on the C-OAR-SE procedure, and statistical evidence remains essential for validity assessment. Originality/value This paper identifies several serious conceptual and operational problems in Rossiter’s C-OAR-SE procedure and discusses how to align measurement in the social sciences to be compatible with the definition of measurement in the physical sciences.

scholarly journals Convergent Validity of Zulliger-CS with the Social Skills Inventory for the Elderly

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Jucelaine Bier Di Domenico Grazziotin ◽  
Silvana Alba Scortegagna
Keyword(s):  
Social Skills ◽  
Mental State ◽  
Convergent Validity ◽  
Social Problems ◽  
Interpersonal Relationship ◽  
The Elderly ◽  
Comprehensive System ◽  
Elderly Individuals ◽  
Cognitive Triad ◽  
The Social

Abstract Psychological evaluation instruments need to demonstrate their usefulness to respond to social problems and according to the reality of people. This study aimed to find evidence of convergent validity of the interpersonal relationship indicators and the cognitive triad of the Zulliger in the Comprehensive System (ZSC) with the Social Skills Inventory for the Elderly (IHSI Del-Prette). The sample consisted of 78 elderly individuals, between 60 and 96 years old (M = 76.07). As instruments, the sociodemographic and health characterization protocol was used, the Mental State Mini-Exam, the ZSC and the IHSI-Del-Prette. Pearson’s correlation showed significant associations of the variables of the interpersonal relationship (PER), contents (Cg, A%) and cognitive triad (R, D, XA%, S-, X +%) of the ZSC, with the general score G and the IHSI Del-Prette factors F4, F2, F3 and F1. The results show the convergent validity of ZSC with IHSI Del-Prette.

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

Social Skills Practice Strategy Opportunities for Students With EBD

2021 ◽  
pp. 107429562110208
Author(s):  
Skip Kumm ◽  
Jacob Reeder ◽  
Erin Farrell
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
School Environment ◽  
Social Skills Training ◽  
Emotional And Behavioral Disorders ◽  
Skills Training ◽  
Social Skills Interventions ◽  
The Social ◽  
Meta Analyses ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

Chilean Version of the Empathy Quotient (EQ) Scale: Adaptation and Psychometric Properties

2021 ◽  
Vol 24 ◽  
Author(s):  
Ana María Fernández ◽  
Carmen Gloria Baeza ◽  
Paula Pavez ◽  
Nerea Aldunate
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Emotional Reactivity ◽  
Structural Model ◽  
Cognitive Empathy ◽  
Reactivity Index ◽  
Community Group ◽  
The Social ◽  
Empathy Quotient ◽  
Aggression Questionnaire

Abstract We evaluated the psychometric properties of the empathy quotient (EQ) scale translated to Spanish in Chile. We estimated its structural validity, and its construct validity with other convergent measures of empathy and attachment, as well an inversely associated construct such as aggression. We used a general sample of students and community individuals (n = 336). Participants completed the EQ, Interpersonal Reactivity Index (IRI), and Buss-Perry Aggression Questionnaire (BPAQ). Another exclusively community group (n = 102) completed Collins Adult Attachment scale and the EQ. CFA and ESEM analyses confirmed the structural model fit of the data to three previously reported dimensions of the EQ: cognitive empathy (CE), emotional reactivity (ER) and social skills (SS). Sex-differences in emotional reactivity, and the predicted relationships with the convergent measures were observed. The current Chilean version of the EQ resulted in an appropriate multidimensional measurement of empathy. Finally, providing a specific social skills dimension extends the traditional conception of cognitive and affective empathy to the social realm in the Chilean context.

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