scholarly journals Reflexión y construcción del conocimiento en torno a las habilidades sociales y la competencia social

2018 ◽  
Vol 2 (1) ◽  
pp. 7-22
Author(s):  
Lidia Losada
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Social Skills Improvement System ◽  
Educación Primaria

Este trabajo aborda el estado del conocimiento de las habilidades sociales y la competencia social. Es una síntesis del proceso de investigación desarrollado en la tesis doctoral: “Adaptación del Social Skills Improvement System-Rating Scales al contexto español en las etapas de Educación Infantil y Educación Primaria” (Losada, 2015). El propósito de este artículo es aportar una construcción de conocimiento teórico de los conceptos competencia social, habilidades sociales y asertividad, por sus implicaciones en el desarrollo de las habilidades sociales en la escuela y su utilidad en la evaluación y la intervención educativas. También, se presenta un recorrido histórico en cuanto al origen del estudio científico y sistemático de las habilidades sociales y revisa el significado del concepto habilidades sociales, y su relación con otros afines. Finalmente, se presentan sus implicaciones en el ámbito escolar y los beneficiosos efectos de la intervención educativa en el ajuste escolar y en el éxito académico.

A validation of the Social Skills domain of the Social Skills Improvement System-Rating Scales with Chinese preschoolers

2018 ◽  
Vol 56 (1) ◽  
pp. 126-147
Author(s):  
Zhongling Wu ◽  
Miranda Chi Kuan Mak ◽  
Bi Ying Hu ◽  
Jinbo He ◽  
Xitao Fan
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
The Social ◽  
Social Skills Improvement System

Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms

2018 ◽  
Vol 45 (3) ◽  
pp. 194-209 ◽  
Author(s):  
Frank Gresham ◽  
Stephen Elliott ◽  
Sarah Metallo ◽  
Shelby Byrd ◽  
Elizabeth Wilson ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Emotional Behavior ◽  
Competency Framework ◽  
Social Emotional ◽  
Reliability Estimates ◽  
The Social ◽  
Social Skills Improvement System

This study described the development of the Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) for teachers, parents, and students. This new multirater assessment is a reconfiguration of the SSIS Rating Scales items inspired by the CASEL Social Emotional Competency framework. The internal structure and score reliability estimates were examined across three raters for a common sample of more than 200 individual children ages 3 to 18 years. Confirmatory factor analyses tested against the CASEL five-dimensional SEL theoretical model demonstrated adequate fit for the SSIS SEL Parent and Student RFs and mediocre fit of the Teacher RF. Internal consistency, test-retest, and interrater reliability estimates for scores on each of the SSIS SEL RFs all met or exceeded acceptable criteria. Thus, researchers and practitioners interested in measuring the social–emotional behavior of children ages 3 to 18 can expect reliable scores and structurally meaningful behavior content within the Collaborative on Academic Social Emotional Learning (CASEL) SEL competency framework. Limitations to the present findings and suggestions for future research conclude the report.

Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

1995 ◽  
Vol 24 (4) ◽  
pp. 648-671 ◽  
Author(s):  
Michelle K. Demaray ◽  
Stacey L. Ruffalo ◽  
John Carlson ◽  
R. T. Busse ◽  
Amy E. Olson ◽  
...  
Keyword(s):  
Social Skills ◽  
Comparative Evaluation ◽  
Rating Scales ◽  
Skills Assessment ◽  
Social Skills Assessment

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.

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

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