A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors

2001 ◽  
Vol 26 (2) ◽  
pp. 173-182 ◽  
Author(s):  
Dan Wright ◽  
Gregory K. Torrey
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Discriminant Validity ◽  
Sixth Grade ◽  
Teacher Ratings ◽  
Social Skills Rating System ◽  
Convergent And Discriminant Validity ◽  
Assessment Techniques ◽  
Peer Measures ◽  
Parent And Teacher Ratings

The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

scholarly journals A Determination of the Construct Validity of Both an Adapted Self-Confidence Questionnaire, the Personal Evaluation Inventory [PEI], (Shrauger & Schohn, 1995) and a Generalised Anxiety Disorder [GAD] Questionnaire (Taylor, 1953)

2019 ◽  
Vol 8 (2) ◽  
pp. 69
Author(s):  
Eman Alhoshan
Keyword(s):  
Anxiety Disorder ◽  
Construct Validity ◽  
Primary Schools ◽  
Discriminant Validity ◽  
Teacher Ratings ◽  
Generalised Anxiety Disorder ◽  
Personal Evaluation ◽  
Self Confidence ◽  
Convergent And Discriminant Validity ◽  
Evaluation Inventory

The objectives in this research were to determine the construct validity of both an adapted self-confidence questionnaire, the Personal Evaluation Inventory (PEI), developed by Shrauger and Schohn, and a Generalised Anxiety Disorder (GAD) questionnaire, which was adapted from the Taylor Manifest Anxiety Scale. The research was conducted in two girls’ primary schools in Saudi Arabia to collect relevant data on the convergent and discriminant validity of the GAD and PEI questionnaires using the Multi-Trait Multi-Method (MTMM) matrix to prove construct validity. Sixty students and two teachers filled in questionnaires, with each student evaluating themselves and, then, their peers. The teachers evaluated themselves, their self-confidence and generalised degree of their anxiety disorder. The results were that the MTMM analysis supported, to a large extent, both convergent and discriminant validity of the analysed data from students and teachers on two traits (self-confidence and generalised anxiety disorder) and across three methods of measurement (self-reporting, peer-rating and teacher-rating). The results were that the Mono-Trait Mono-Method coefficients were relatively high, and there was relative strength in the Hetero-Trait Mono-Method coefficients. The Hetero-Trait Mono-Method coefficients were reasonable for self-confidence and for the generalised anxiety disorder questionnaires, but teacher-ratings for both traits were unexpected. Furthermore, the Hetero-Trait Hetero-Method coefficients were not constant and showed an unstable variance. In conclusion, the PEI and GAD questionnaires possess acceptable construct validity, but that the teacher-ratings for both the PEI and the GAD questionnaires needed modification in order to attain the desirable construct validity.

Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School

2022 ◽  
pp. 106342662110514
Author(s):  
Cristin M. Hall ◽  
Karen L. Bierman ◽  
Linda N. Jacobson
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Problem Behaviors ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Teacher Ratings ◽  
School Students ◽  
Withdrawn Behavior ◽  
The Social ◽  
Final Profile

A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, Mage = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.

A Validity Study of the Social Skills Rating System-Teacher Version with Disabled and Nondisabled Preschool Children

1996 ◽  
Vol 83 (1) ◽  
pp. 307-316 ◽  
Author(s):  
Mark A. Lyon ◽  
Candy Albertus ◽  
Jennifer Birkinbine ◽  
Jacquelin Naibi
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Early Intervention ◽  
Problem Behaviors ◽  
Internalizing Problems ◽  
Intervention Programs ◽  
Rating System ◽  
Validity Study ◽  
Social Skills Rating System ◽  
The Social

This study examined the differences among social skills and problem behaviors of disabled ( n = 22) and nondisabled ( n = 27) preschoolers on Social Skills Rating System–Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and S teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.

Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation

2015 ◽  
Vol 18 ◽  
Author(s):  
Valeria E. Morán ◽  
Fabián O. Olaz ◽  
Zilda A. P. Del Prette
Keyword(s):  
College Students ◽  
Social Skills ◽  
Discriminant Validity ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Convergent And Discriminant Validity ◽  
The Social ◽  
New Instrument ◽  
Fit Indexes ◽  
Development And Validation

AbstractIn this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students.

Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 20 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Howard Wills ◽  
Debra Kamps ◽  
...  
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Skills ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Rating Scales ◽  
Emotional And Behavioral Disorders ◽  
Academic Competence ◽  
Teacher Ratings ◽  
Students At Risk

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.

Discrepancies in parent and teacher ratings of low-income preschooler's social skills

2016 ◽  
Vol 188 (6) ◽  
pp. 759-773 ◽  
Author(s):  
Miriam Heyman ◽  
Anthoula Poulakos ◽  
Carole Upshur ◽  
Melodie Wenz-Gross
Keyword(s):  
Social Skills ◽  
Low Income ◽  
Teacher Ratings ◽  
Parent And Teacher Ratings

Relationships and Differences among Social Skills, Problem Behaviors, and Academic Competence for Mainstreamed Learning-Disabled and Nonhandicapped Students

1994 ◽  
Vol 10 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Stephen N. Elliott ◽  
DeAnna Marcia McKinnie
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Problem Behaviors ◽  
Skills Training ◽  
Academic Competence ◽  
Learning Disabled ◽  
Behavioral Differences ◽  
Students With Learning Disabilities ◽  
Social Skills Rating System ◽  
The Social

The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves. This investigation also examined the relationships among social skills, problem behaviors, and academic competence of these students. The results indicated there were significant differences in the frequencies of social skills exhibited by LD and nonLD students. Consistent differences between the two groups of students were noted across parents' and teachers' ratings. Although students' ratings did not differentiate LD and nonLD students, the trends in the self-ratings were consistent with those of parents and teachers. Moderate to low interrater agreement was found among teacher, parent, and student ratings suggesting differences exist in the observations of raters and behavioral differences seem to occur across settings. Overall, these findings were consistent with recent research on children's social functioning and social competence and provide an empirical rationale for social skills training for a wide variety of students whether they are classified as LD or not.

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