Ability of the <i>Social Skills Rating System-Teacher</i> Version to Discriminate Behavior Disordered, Emotionally Disturbed and Nonhandicapped Students

Stinnett, Terry A.; Oehler-Stinnett, Judy; Stout, Larry

doi:10.1080/02796015.1989.12085447

Cited by 22 publications

(5 citation statements)

References 9 publications

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“…The SSRS is able to broadly identify children with and without disabilities, though discriminant validity among specific categories of disability (such as mentally impaired vs. learning disabled) is lower (Bramlett, Smith, & Edmonds, 1994; Gresham, Elliott, & Black, 1987; Lyon, 1996; Stinnett, Oehler-Stinnett, & Stout, 1989). While this provides evidence for the discriminant validity of the measure, other studies fail to support its discriminant validity.…”

Section: Discriminant Abilities Of the Ssrsmentioning

confidence: 99%

“…Numerous studies support the construct validity of the teacher form of the SSRS (Chewning, 1992; Gresham & Elliott, 1990; Merrell & Popinga, 1994; Stage, Cheney, Walker, & LaRocque, 2002; Stinnett, Oehler-Stinnett, & Stout, 1989; Stuart, Gresham, & Elliott, 1991). The SSRS manual provides evidence of criterion validity using three studies comparing the elementary grade SSRS with the Social Behavior Assessment (SBA; Stephens, 1981), the Child Behavior Checklist—Teacher Report Form (Achenbach, 1991), and the Harter Teacher Rating Scale (Harter TRS; Harter, 1985).…”

Section: Reliability and Validity Of The Ssrsmentioning

confidence: 99%

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Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

Atkins‐Burnett¹,

Karlin²,

Ramey³

et al. 2007

School Psychology Quarterly

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The assessment of children's social skills is an important task for school psychologists in both applied and research settings. The present study examines the psychometric properties of parent ratings of the Social Skills Rating System (SSRS), in kindergarten through third grades, testing for measurement differences between boys and girls, between African American, Caucasian, and Hispanic children, and across time from kindergarten through third grades. The analyses used a longitudinal sample of 4345 children from over 600 schools in 30 states to examine these questions using multigroup confirmatory factor analysis. Results provide qualified support for the use of the SSRS for kindergarten through 3rd-grade students across these different populations. However, if scored according to the manual, these results indicate that the measure may not be assessing the same construct over time or for all ethnic groups. If corrections to the factor structure and scoring system are incorporated, these results provide a basis for using parent ratings of the SSRS to assess social skills and problem behaviors across time, ethnicity, and sex in early elementary school.

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Section: Discriminant Abilities Of the Ssrsmentioning

confidence: 99%

Section: Reliability and Validity Of The Ssrsmentioning

confidence: 99%

Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

Atkins‐Burnett¹,

Karlin²,

Ramey³

et al. 2007

School Psychology Quarterly

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show abstract

“…Demaray, et al's (1995) review of 6 published measures of social skills in preschool and school-aged children found the SSRS to be the most comprehensive instrument. The SSRS teacher form discriminates between students with mild behavior disorders, severe emotional disorders, and no handicap (Stinnett, Oehler-Stinnett, & Stout, 1989).The SSRSwas used to measure the relationship of general social skills to social perception.…”

Section: Social Skills Rating System (Ssrs)mentioning

confidence: 99%

Validation of the Child and Adolescent Social Perception Measure

Koning¹,

Magill‐Evans²

2001

The Occupational Therapy Journal of Research

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The Child and Adolescent Social Perception Measure (CASP) was developed to assess children's ability to identify the emotions of others based on nonverbal cues. Adolescent boys with social skill deficits consistent with the diagnosis of Asperger's Disorder were compared to controls matched on age and intelligence quotient (IQ). Significant differences were found between groups on CASP scores. Correlations between CASP scores and general social skills scores were moderate and positive; lower significant correlations were found with language scores; and significant negative correlations were found with problem behavior scores. Validity for the CASP was demonstrated by the measure's ability to distinguish differences between groups and by correlations between scores on the CASP and scores on constructs related to social perception. Implications for occupational therapy assessment and treatment of social skill deficits are discussed.

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“…petence/social skills (Cartledge & Milburn, 1983;French & Waas, 1987;Gresham, Elliott, & Black, 1987a, 1987bHughes, 1986;Kratochwill & French, 1984;Stinnett, Oehler-Stinnett, & Stout, 1989). In addition, the Interagency Committee on Learning Disabilities (1987) has proposed that social skills deficits be included in a revised definition of learning disabilities (see Gresham & Elliott, 1989).…”

mentioning

confidence: 99%

“…Identification of and intervention with children who experience problems in initiating and maintaining satisfying relationships with peers have received increasing interest within the school psychological community. For example, an entire issue of the School Psychology Review was devoted to social competence (Carroll & Elliott, 1984), and there have been numerous empirical and conceptual articles in the school psychology literature concerning social competence/social skills (Cartledge & Milburn, 1983; French & Waas, 1987; Gresham, Elliott, & Black, 1987a, 1987b; Gresham & Reschly, 1987, 1988; Hughes, 1986; Kratochwill & French, 1984; Stinnett, Oehler-Stinnett, & Stout, 1989). In addition, the Interagency Committee on Learning Disabilities (1987) has proposed that social skills deficits be included in a revised definition of learning disabilities (see Gresham & Elliott, 1989).…”

mentioning

confidence: 99%

Teacher ratings of social skills in popular and rejected males and females.

Stuart

Gresham²,

Elliott³

1991

School Psychology Quarterly

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Contrasted social competence differences between popular and rejected elementary-age students using the Social Skills Rating System (Gresham & Elliott, 1990), a standardized measure of social skills and interfering problem behaviors. Using the Coie, Dodge, and Coppotelli (1982) method of sociometric classification, 25 children were classified as Rejected and 24 students were classified as Popular out of an initial screening sample of 336 students in grades kindergarten through 6. Initial grade-level analysis (kindergarten through 2 vs. 3 through 6) yielded no age effects on any dependent measure for popular and rejected groups. Subsequent analyses showed that popular students had higher levels of social skills and fewer interfering problem behaviors than rejected students. No Gender nor Gender X Sociometric Status interaction effects as noted. Interpretation of the lack of gender effects centered around the use of extreme groups in the current investigation compared to prior studies using behavior rating scales with children whose behavioral functioning was distributed across the full range of possible scores. Directions for future research include studies with other sociometrically defined groups, investigations of sociometrically defined groups in handicapped populations, and research on the effects of reputational "biases" on rejected children's behavioral functioning in peer groups.Identification of and intervention with children who experience problems in initiating and maintaining satisfying relationships with peers have received increasing interest within the school psychological community. For example, an entire issue of the School Psychology Review was devoted to social competence (Carroll & Elliott, 1984), and there have been numerous empirical and conceptual articles in the school psychology literature concerning social corn-Requests for reprints should be directed to

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Ability of the Social Skills Rating System-Teacher Version to Discriminate Behavior Disordered, Emotionally Disturbed and Nonhandicapped Students

Cited by 22 publications

References 9 publications

Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

Validation of the Child and Adolescent Social Perception Measure

Teacher ratings of social skills in popular and rejected males and females.

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