The Development and Cross Validation of Social Skills Rating Scale for Elementary Students

2017 ◽  
Vol 52 (3) ◽  
pp. 193-210
Author(s):  
Ae Hwa Kim ◽  
◽  
Ui Jung Kim ◽  
Hyun Skil Yoo ◽  
Eun Young Kang ◽  
...  
Keyword(s):  
Social Skills ◽  
Elementary Students ◽  
Cross Validation ◽  
Rating Scale

scholarly journals Interaction Rating Scale (IRS) as an Evidence-Based Practical Index of Children's Social Skills and Parenting

2010 ◽  
Vol 20 (Supplement_II) ◽  
pp. S419-S426 ◽  
Author(s):  
Tokie Anme ◽  
Ryoji Shinohara ◽  
Yuka Sugisawa ◽  
Lian Tong ◽  
Emiko Tanaka ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scale ◽  
Evidence Based ◽  
Children's Social Skills

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

Social Skills and Emotional and Behavioral Traits of Preschool Children

2011 ◽  
Vol 39 (9) ◽  
pp. 1281-1287 ◽  
Author(s):  
Emel Arslan ◽  
Neslihan Durmuşoğlu-Saltali ◽  
Hasan Yilmaz
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
School Readiness ◽  
Family Involvement ◽  
Emotional Regulation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Correlation Coefficients ◽  
Self Control ◽  
Behavioral Traits

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

Social Skills Rating Scale—Modified

2015 ◽  
Author(s):  
Dylan B. Jackson ◽  
Kevin M. Beaver
Keyword(s):  
Social Skills ◽  
Rating Scale

scholarly journals Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students

2017 ◽  
Vol 08 (14) ◽  
pp. 2352-2376
Author(s):  
Ntina Kourmousi ◽  
Georgios Markogiannakis ◽  
Ioannis Lazaridis ◽  
Konstantina Kolliopoulou ◽  
Kalliopi Papoutsaki ◽  
...  
Keyword(s):  
Social Skills ◽  
Elementary Students ◽  
Validity And Reliability

scholarly journals A Pilot Study of Social Competence Assessment Using Interaction Rating Scale Advanced

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
T. Anme ◽  
T. Watanabe ◽  
K. Tokutake ◽  
E. Tomisaki ◽  
Y. Mochizuki ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Pilot Study ◽  
Social Competence ◽  
Rating Scale ◽  
Competence Assessment ◽  
Evidence Based ◽  
School Students ◽  
Practical Evaluation

Purpose. The purpose of this paper is to clarify the validity of the Interaction Rating Scale Advanced (IRSA) as an evidence-based practical index of social skills. Methods. The participants in our study were 17 high school students. The participants completed the five-minute interaction session and were observed using the IRSA. Their teacher evaluated their social competence based on regular observation in school. Results. The results indicated the high correlation between IRSA scores and teacher's practical evaluation. IRSA can measure social competence with high validity. Conclusion. The IRSA provides further evidence of the fact that in order to study social competence development, it is important to evaluate various features of the interaction like IRSA subscales.

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