Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample

DiPerna, James C.; Volpé, Robert

doi:10.1002/pits.20095

Cited by 51 publications

(29 citation statements)

References 11 publications

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“…Diperna and Volpe [28] report that the SSRS has shown sound psychometric properties with subscale coefficient alphas ranging from 0.74 to 0.93, and with studies reflecting criterion, content, and construct validity offering support for the validity of the SSRS.…”

Section: The Social Skills Rating System (Ssrs)mentioning

confidence: 96%

The Trajectory of Change for Children and Youth in Residential Treatment

Noftle

Cook

Leschied

et al. 2010

Child Psychiatry Hum Dev

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This study examined the symptom response trajectories for 225 children and youth throughout a period of residential treatment. With the 10-item Conners' Global Index (CGI) as the primary outcome measure, assessments were completed on a bi-weekly basis during the average 4 month stay within the youth's residential treatment. Clients demonstrated an ongoing reduction of symptoms, and the severity of baseline symptoms influenced the trajectory of the symptom reduction. In addition, symptom reduction was characterized as logarithmic, particularly when controlling for the baseline severity of symptoms. Implications of these findings for administrators, practitioners, and researchers of residential treatment are discussed.

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Section: The Social Skills Rating System (Ssrs)mentioning

confidence: 96%

The Trajectory of Change for Children and Youth in Residential Treatment

Noftle

Cook

Leschied

et al. 2010

Child Psychiatry Hum Dev

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“…In this study only the teacher version was administered, since the teachers' evaluations of the social skills dimensions were found to represent children's skills more accurately in previous research (see Diperna & Volpe, 2005 for review). In the psychometric evaluation of the scale among children with ADHD, the results for the teacher version supported the factor structure and the internal consistency of the original scale, and it was found to discriminate between ADHD and control groups (Van Der Oord et al, 2005).…”

Section: Social Skills Rating Systemmentioning

confidence: 99%

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

110

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Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed.

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“…The hyperactivity and persistence scales in particular were derived from the Social Skills Rating System (SSRS; Gresham and Elliott 1990). Data collected from the SSRS indicate evidence towards the reliability and validity of the measure for elementary-aged samples (DiPerna and Volpe 2005). Additionally, research on the SSRS has indicated evidence towards the reliability and validity of the measure for children with ADHD (Van der Oord et al 2005).…”

Section: Methodsmentioning

confidence: 98%

Protopathic stimulant use among children with symptoms of ADHD

Barnard‐Brak

Fearon

2011

ADHD Atten Def Hyp Disord

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The purpose of the current study was to examine protopathic stimulant use among children with the symptoms of ADHD but do not have a diagnosis of ADHD. Protopathic or prodromal stimulant use refers to the use of stimulants by children with the symptoms of ADHD prior to a diagnosis of ADHD. In the current study, we examined children with the symptoms of ADHD who received stimulant treatment across time and with respect to several background variables. Our results indicate that these children who receive stimulant treatment without a diagnosis of ADHD are significantly more like to be eventually diagnosed with ADHD than not. Results also indicate that these children who receive stimulant treatment but do not yet have a diagnosis of ADHD are significantly more likely to have insurance that does not pay for diagnostic procedures. These results are discussed in view of treatment.

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Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample

Cited by 51 publications

References 11 publications

The Trajectory of Change for Children and Youth in Residential Treatment

The Trajectory of Change for Children and Youth in Residential Treatment

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Protopathic stimulant use among children with symptoms of ADHD

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