Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms

Anthony, Christopher J.; Elliott, Stephen N.; DiPerna, James C.; Lei, Pui Wa

doi:10.1016/j.ecresq.2020.07.006

Cited by 18 publications

(21 citation statements)

References 30 publications

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“…To address this need, the SSIS SEL Brief Scales (SSIS SEL b ; Elliott et al, 2020) were developed. They include forms for K‐12 teachers (Anthony et al, 2021), students in grades 3–12 (Anthony et al, 2020a), and K‐12 parents (Elliott et al, 2020) as well as preschool teacher and parent forms (Anthony et al, 2020b). The SSIS SEL b Scales were developed by applying item response theory (IRT) to the standardization sample of the more extensive SSIS—SEL Edition (SSIS SEL RF; Gresham & Elliott, 2017).…”

Section: Social and Emotional Learning And The Casel Frameworkmentioning

confidence: 99%

Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Anthony

Brann

Elliott

et al. 2021

Psychology in the Schools

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Section: Social and Emotional Learning And The Casel Frameworkmentioning

confidence: 99%

Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Anthony

Brann

Elliott

et al. 2021

Psychology in the Schools

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“…Step 2: Online assessment Families complete an online social-emotional assessment of their child's behavior using Rapid Screener®, a HIPAA-compliant single or multi-rater wide-band tool (Gale, 2011). It was designed to complement other common social skills assessment tools, such as the Behavior Assessment Scale for Children (BASC), Child Behavior Checklist (CBCL), and Social Skills Intervention System (SSIS) (Anthony et al, 2020;Cui et al, 2004;Papazoglou et al, 2013). It is composed of six adaptive clusters that mirror those described earlier and the five interfering behavior clusters cover a similarly broad range, including symptoms consistent with oppositional defiant disorder, conduct disorder, autistic spectrum, anxiety spectrum, depression, thought disorders, and trauma.…”

Section: Initial Assesmentmentioning

confidence: 99%

Adapting an In-person Transdiagnostic Social Skills Program to Online Delivery: Technology to the Rescue

Gale¹,

Greenberg²,

Ireland³

2021

iejee

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IntroductionSocial skills intervention programs have demonstrated treatment efficacy in session but putting that knowledge into practice is a critically important component. It requires simultaneous development of related essential skills, like emotion regulation and resilience. Additionally, transdiagnostic treatment methodologies, which are more cost-effective and increase accessibility, have become increasingly popular. However, accessibility remains a problem for in-person programs. LUNCH Groups® (www. lunchgroups.com), an in-person transdiagnostic program, incorporated various technology-based assessment and intervention elements as part of the original program design. These included a customized online assessment tool, home generalization app, computer animation projects, and online parent webinars. Their inclusion paved the way for a quick pivot to telehealth-based services while maintaining HIPAA compliance. The original in-person program is described along with the steps taken in the switch to telehealth, outlining the benefits and challenges that resulted. Attendance and attrition data indicated no problems after an initial adjustment period that coincided with the onset of the pandemic. Survey data indicated general satisfaction with the revised program structure and curriculum, with significant gains approximating those seen in the in-person version.Children and adolescents who experience behavioral and social difficulties often face social isolation as their peers form group dynamics that are difficult for them to understand (Schohl et al., 2014). Social skills programs can help children put together a toolbox of abilities for social competence such as effective use of verbal and nonverbal communication, appropriate timing, appropriate topics, and planning situation-specific responses (Spence, 2003). While skill knowledge is helpful, putting that knowledge into practice is a critically important component (Bandura,

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“…Specifically, the CASEL model has influenced SEL policies in all 50 US states and internationally (Dusenbury, Yoder, Dermody, & Weissberg, 2019;Eklund, Kilpatrick, Kilgus, & Haider, 2018). Recent studies have also corroborated the CASEL framework as a broad model of important SEL skills (Anthony, Elliott, DiPerna, & Lei, 2020a, 2020bDoromal, Cottone, & Kim, 2019), further supporting the utility of this framework. Despite these developments, there remain important barriers to effective practice in contemporary school-based service delivery paradigms, such as MTSS.…”

mentioning

confidence: 92%

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

Anthony

Elliott

DiPerna

et al. 2020

Journal of Psychoeducational Assessment

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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.

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Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms

Cited by 18 publications

References 30 publications

Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms

Adapting an In-person Transdiagnostic Social Skills Program to Online Delivery: Technology to the Rescue

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

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