Reliability, Factor Structure, and Measurement Invariance of a Web-Based Assessment of Children’s Social-Emotional Comprehension

McKown, Clark

doi:10.1177/0734282917749682

Cited by 16 publications

(20 citation statements)

References 31 publications

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“…Cronbach's α for SELweb's social–emotional composite score was 0.89. Individual modules demonstrated Cronbach's alphas between 0.73 and 0.88 and were similar in magnitude to internal consistency reliabilities found in two large studies with GenEd students (McKown, ; McKown et al, ; Table ).…”

Section: Resultssupporting

confidence: 65%

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Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

et al. 2019

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Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ ≥ 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within-and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex socialemotional skill profiles in youth with ASD.Lay Summary: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD.

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Section: Resultssupporting

confidence: 65%

“…The current sample was too small to estimate factor loading with confirmatory factor analysis. Instead, estimated factor loadings from the SELweb norming sample were used (McKown, ).…”

Section: Methodsmentioning

confidence: 99%

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

et al. 2019

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“…We conceptualize each of the four dimensions of social-emotional comprehension SELweb assesses as a partially independent component of social-emotional comprehension. That conceptualization is supported by two empirical studies showing an excellent fit of the data to a fourfactor confirmatory model in which ER, social perspective-taking, social problem-solving, and self-control are modeled as correlated latent variables (McKown et al, 2016;McKown, 2019). Together, SELweb's modules provide broad construct coverage of distinct but interrelated dimensions of social emotional comprehension.…”

mentioning

confidence: 74%

“…Previous research examining all of SELweb modules together has described its psychometric properties, including evidence of structural validity, and discriminant, convergent, and criterion-related validity (McKown et al, 2016). In addition, using a confirmatory factor analysis approach, (McKown, 2019) reported that SELweb’s five modules demonstrated configural, metric, and partial scalar invariance across sex and ethnicity. The confirmatory models in that measurement equivalence study used total scores from the five modules as indicators of latent constructs.…”

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confidence: 99%

Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill

Dünya

McKown

Smith

2019

Journal of Psychoeducational Assessment

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Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender and ethnicity groups in both samples.

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“…One notable exception is the recent evaluation of SELweb , a web-based, self-administered battery of assessments of social–emotional comprehension. McKown’s (2019b) analyses begin with an investigation of psychometric properties and measurement invariance to determine whether the measures are culturally or contextually biased. This involved examining the assumption that the constructs associated with emotion recognition, social perspective-taking, and social problem-solving hold similar meanings across ethnically and socioeconomically diverse students in urban and suburban schools.…”

Section: The Need To Measure Up: Examining the Adequacy Of Existing S...mentioning

confidence: 99%

Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures

Mallah

2020

Urban Education

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Cultural beliefs, values, and norms influence the frequency and display of behavior. Accordingly, broadening the operational definitions of social and emotional competencies and establishing the equivalence of measures are two necessary steps to ensure that current assessment tools are sensitive to cultural and contextual variations. The purpose of this article is twofold: first, to examine the risks associated with narrow definitions or assumptions of invariance, particularly as each pertains to the assessment of social and emotional learning (SEL) competencies among Black students in urban schools; and second, to consider the utility of prototype analysis in advancing transformative SEL research and practice.

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Reliability, Factor Structure, and Measurement Invariance of a Web-Based Assessment of Children’s Social-Emotional Comprehension

Cited by 16 publications

References 31 publications

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill

Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures

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