A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder

Oord, Saskia Van der; Meulen, J.A.J. van der; Prins, Pier J. M.; Oosterlaan, Jaap; Buitelaar, Jan K.; Emmelkamp, P.M.G.

doi:10.1016/j.brat.2004.06.004

Cited by 96 publications

(64 citation statements)

References 25 publications

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“…A study conducted to investigate the criterion validity of the SSRS-TEF found medium to high correlations between the SS Scale and the Social Behavior Assessment, and between the PB Scale and the Child Behavior Checklist (Gresham & Elliott, 1990). Subsequent studies that investigated the psychometric properties of the SSRS also presented findings that supported the validity and reliability of the scale (see Van der Oord et al, 2005, for details).…”

Section: Social Skills Rating System (Ssrs)mentioning

confidence: 81%

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Kucukera

Tekinarslan²

2015

EDUC SCI-THEOR PRACT

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Research areas: early childhood special education, family education, family counseling in special education, social acceptance, socio-emotional, and behavioral functioning of children with special needs. Email: skucuker@pau.edu.tr b Assoc. Prof. Ilknur Cifci Tekinarslan (PhD), Department of Special Education, Faculty of Education, Abant Izzet Baysal University, Golkoy, Bolu 14280 Turkey Email: ilknur_cifci@hotmail.com Abstract This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4 th and 5 th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children's Loneliness Scale (CLS), and the Piers-Harris Children's Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey.

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Section: Social Skills Rating System (Ssrs)mentioning

confidence: 81%

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Kucukera

Tekinarslan²

2015

EDUC SCI-THEOR PRACT

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“…The second subscale, ""Assertion"", assesses initiating behaviors such as asking others for information, introducing oneself and responding to the actions of others. The third subscale, ""self-control"", measures behaviors that emerge in conflictsituations, such as responding appropriately to teasing, and in non-conflict situations that require taking turns and compromising [31].A total social skills scale score is computed, with a range of 0-60. SSRS-T are rated on a 3-point Likert scale ranging from 0 (never) to 2 (often).…”

Section: 1social Skills Rating Scale (Ssrs)mentioning

confidence: 99%

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Movallali¹,

Ashori²,

Jalil-Abkenar³

et al. 2014

IOSR-JRME

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“…Trata-se de um instrumento norte-americano, que permite comparar o julgamento de três informantes (pais, professores e a própria criança) e obter indicadores de habilidades sociais, problemas de comportamento e competência acadêmica. O SSRS já foi traduzido e/ ou submetido a estudos psicométricos em diversos países, como Alemanha (Hess et al, 2013), Eslováquia (Vasil'ová & Baumgartner, 2004), Irã (Shahim, 2004), Portugal (Mota, Matos, & Lemos, 2011), Noruega (Ogden, 2003), Holanda (Van der Oord et al, 2005) e Porto Rico (Jurado, Cumba-Avilés, Collazo, & Matos, 2006 (Bandeira et al, 2009;Freitas & Del Prette, 2010a;2010b;Del Prette, Freitas, Bandeira, & Del Prette, 2014 Especificamente, buscou-se: (1) discutir teoricamente os dois processos de validação de construto das escalas; (2) apresentar e analisar as diferenças e semelhanças entre as duas versões em termos de: (a) métodos de extração e de análise de dados; (b) índices psicométri-cos de estrutura fatorial (número de fatores e de itens retidos, variância explicada, cargas fatoriais obtidas) e de confiabilidade e (c) composição fatorial final e conteúdo das escalas. Serão detalhadamente discutidos os possíveis avanços e refinamentos psicométricos advindos do SSRS-BR 2 , bem como as implicações da nova versão do instrumento para procedimentos de avaliação de habilidades sociais em crianças.…”

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Comparando Indicadores Psicométricos de Duas Versões Brasileiras do Social Skills Rating System : Uma Revisão da Literatura

et al. 2016

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Resumo O Social Skills Rating System é uma das medidas mais frequentemente mencionadas na literatura internacional na avaliação das habilidades sociais de crianças, possuindo propriedades de validade e confiabilidade bastante satisfatórias em diversos países. A versão brasileira do instrumento, o Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica, foi submetida a processos de validação em dois momentos diferentes, por dois métodos de redução de dados: Componentes Principais (SSRS-BR, 2009) e Principal Axis Factoring (PAF), com posterior Análise Fatorial Confirmatória (SSRS-BR2, 2015). O objetivo deste artigo é comparar os indicadores psicométricos de duas versões brasileiras dessas escalas, apresentando suas diferenças e semelhanças em termos de: (a) métodos de extração e análise de dados; (b) índices psicométricos de estrutura fatorial e confiabilidade e (c) composição fatorial final e conteúdo das escalas. Possíveis refinamentos psicométricos advindos do SSRS-BR2 são discutidos, assim como suas implicações para procedimentos de avaliação de habilidades sociais em crianças.

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A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder

Cited by 96 publications

References 25 publications

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Comparando Indicadores Psicométricos de Duas Versões Brasileiras do Social Skills Rating System : Uma Revisão da Literatura

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