Exploring the Dimensionality of the Social Skills Improvement System Using Exploratory Graph Analysis and Bifactor-(S − 1) Modeling

Since its development over a decade ago, the Social Skills Improvement System (SSIS) has been one of the most widely used measures of social skills in children. However, evidence of its structural validity has been scant. The current study examined the original seven-factor and more recent five-factor structure (SSIS-SEL) of the self-report SSIS in a sample of English elementary school students ( N = 3,331) aged 8 to 10 years ( M = 8.66, SD = 0.59). A problematic fit was found for both structures with poor discriminant validity. Using exploratory graph analysis and bifactor-( S − 1) modeling, we found support for a four-factor structure, the variation of which was captured by a general factor defined by “empathy and prosocial skills.” Future researchers, particularly those interested in using specific domains of the SSIS, are urged to assess its structure in their studies, if their findings are to be theoretically meaningful.

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

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.

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

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.

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

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.