Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons Across Elementary and Secondary Age Levels

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI:10.1037/A0022662

F. Gresham, S. Elliott, M. J. Vance, Clayton R. Cook

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引用次数: 304

Abstract

University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered important because of the frequent use of the SSRS in many externally fundedresearch studies and school districts across the country. Comparisons between the twoinstruments focused on key reliability and validity estimates across the rating scales forthree raters (teacher, parent, and student) using forms for elementary- and secondary-aged students. As hypothesized, the two instruments had high internal consistencyestimates and moderately high validity indices for total scores for both social skills andproblem behavior scales. The reliability comparisons revealed the SSIS-RS was supe-rior to the SSRS with regard to internal consistency estimates. The validity estimatesrevealed expected convergent relationships with the strongest relationships consistentlyfound among the various common subscales across all forms of the two instruments.The authors concluded that the SSIS-RS offers researchers and practitioners assessingsocial behavior of children and youth a broader conceptualization of key socialbehaviors and psychometrically superior assessment results when using the SSIS-RSover the SSRS. Future research on the SSIS-RS is also identied and contextualizedwithin a multitiered intervention system.Keywords:

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社会技能评分系统与社会技能提升系统的可比性:内容与心理测量学在小学与中学年龄水平的比较

这项研究比较了社会技能评定系统(SSRS;Gresham & Elliott, 1990)和SSRS的修订版，现在被称为社会技能提高系统评定量表(SSIS-RS;Gresham & Elliott, 2008)，在小学和中学学生的三个评分者(教师、家长和学生)中。这两种工具的可比性的详细比较以前没有报道过，并且被认为是重要的，因为许多外部资助的研究和全国各地的学区经常使用SSRS。两种工具之间的比较集中在三个评价者(教师、家长和学生)使用小学和中学学生表格的评定量表上的关键信度和效度估计。正如假设的那样，这两种工具在社会技能和问题行为量表的总分上都有很高的内部一致性估计和中等高的效度指数。信度比较显示，SSIS-RS在内部一致性估计方面优于SSRS。效度估计揭示了预期的收敛关系，在两种工具的所有形式的各种共同子量表中一致发现了最强的关系。作者的结论是，SSIS-RS为儿童和青少年社会行为评估的研究人员和实践者提供了一个更广泛的关键社会行为的概念，并且在心理计量学上使用SSIS-RS比SSRS更优的评估结果。未来对SSIS-RS的研究也将在多层次干预系统中进行和情境化研究。关键词:

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.