Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian, grades 1–6

Abstract

This study investigated the psychometric properties of the Elementary Social Behavior Assessment (ESBA), a teacher-report measure of students' social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1-6 on the ESBA and the Social Skills Rating System Teacher's form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one-or twofactor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.

Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors

“…The Cronbach's alpha ranged from 0.90 to 0.93. Eight-week testretest reliability was r 0.78 (Arnesen et al, 2018).…”

“…ESBA is a 12 item, teacher-rated index of prosocial school behaviors rated on a 3-point Likert scale (ordinal) with three being better behaviors and one indicative of less than typical behavior. In the Norwegian study, ESBA items were averaged and ranged between 2.6 and 2.8 (Arnesen et al, 2018).…”

Perkembangan Keterampilan Sosial Anak Usia Dini

“…Berbeda juga dengan anak usia lima tahun yang rasa percaya dirinya semakin tinggi. Di sisi lain, beberapa anak tidak menunjukkan perilaku yang sesuai dengan tingkat perkembangannya (Arnesen, dkk., 2017). Sejumlah anak lebih senang menyendiri, mudah emosi, dan senang mengganggu teman tanpa sebab.…”

Social Skill Scale based on Diversity Awareness for Elementary School Students: Validity and Reliability

“…The problem that often arises in schools related to student behavior and social skills is that most teachers still hard to understand students Bakhri et al, [1], including difficult to identifying learning behavior problem more accurately and clearly as modifiable behavior Amesen et al, [19], so become less able to provide optimal services that are appropriate to students' condition [1], [19]. Some of the efforts made by teachers are to make adaptations in the classroom to handle students' behavior problem, and exclude students with behavior problem from the classroom to receive special services, although the program still often does not succeed when the their behavior problem are severe [2].…”

“…Some of the efforts made by teachers are to make adaptations in the classroom to handle students' behavior problem, and exclude students with behavior problem from the classroom to receive special services, although the program still often does not succeed when the their behavior problem are severe [2]. The teacher still not accustomed to establish student behavior problems with systematic descriptions and does not contain judgmental [19]. More over, schools do not have a systematic and procedural program to improve students' social skills, although there have been efforts to teach social skills delivered to each subject and be taught directly in daily activities in the school environment [8].…”