Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

Demaray, Michelle K.; Ruffalo, Stacey L.; Carlson, John S.; Busse, R. T.; Olson, Amy E.; McManus, Susan M.; Leventhal, Amy

doi:10.1080/02796015.1995.12085793

Cited by 138 publications

(32 citation statements)

References 17 publications

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“…While these scales are teacher-rated and might potentially be subjective based on students in a classroom in any particular year, these scales nonetheless have high construct validity as assessed by test–retest reliability, internal consistency, interrater reliability, and correlations with more advanced behavioral constructs. In fact, these scales are considered to be the most comprehensive social skill assessment that can be widely administered in large surveys such as the ECLS-K (Demaray, Ruffalo, Carlson, Busse, & Olson, 1995). Note that student self-description scales are not available in early elementary school in the ECLS-K data set.…”

Section: Methodsmentioning

confidence: 99%

Classmates With Disabilities and Students’ Noncognitive Outcomes

Gottfried

2014

Educational Evaluation and Policy Analysis

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The increasing trend of placing students with disabilities in general education classrooms has raised questions among researchers, policymakers, practitioners, and parents about classmate peer effects on all students. However, little is known about the peer effects of classmates with disabilities on the outcomes of other students in the classroom; no research has evaluated these peer effects on other students' noncognitive outcomes though they are highly predictive of schooling and lifelong success. The purpose of this study is to fill this research gap by using quasi-experimental methods on a nationally representative data set (i.e., Early Childhood Longitudinal Study-Kindergarten Class) of elementary school students to examine the peer effects of classmates with disabilities on five noncognitive scales for classmates without disabilities. The findings indicate that students with a greater number of classmates with disabilities have higher externalizing and internalizing behavioral problems and lower frequencies of self-control, approaches to learning, and interpersonal skills. The findings are differentiated by disability category of a student's classmates and are moderated by individual and contextual factors. Implications for policy and practice are addressed.

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Section: Methodsmentioning

confidence: 99%

Classmates With Disabilities and Students’ Noncognitive Outcomes

Gottfried

2014

Educational Evaluation and Policy Analysis

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“…Social skills assessments are most commonly used for identification and classification purposes or to support intervention design and program planning. However, a standard battery of tests or methods for assessing children's social skills and planning interventions does not currently exist (for reviews of various approaches to social skills assessment, see Demaray et al, 1995;Gresham & Elliott, 1989;Merrell, 2003;Sheridan & Walker, 1998). To increase the likelihood of accurate identification and classification decisions, it is recommended a multimethod assessment approach be used that includes (a) direct observations of the target child and nontarget peers in multiple settings; (b) behavioral interviews with the referral source and possibly the target child; (c) rating scale data, preferably norm referenced, from both a social skills scale and a problem behavior scale completed by more than one source; and (d) sociometric data from the target child's classmates.…”

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confidence: 99%

Intervention Validity of Social Behavior Rating Scales

Elliott

Gresham

Frank

et al. 2008

Assessment for Effective Intervention

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The term intervention validity refers to the extent to which assessment results can be used to guide the selection of interventions and evaluation of outcomes. In this article, the authors review the defining attributes of rating scales that distinguish them from other assessment tools, assumptions regarding the use of rating scales to measure children's social behaviors, and features of scale design that promote intervention validity. They argue that integration of a pragmatic theory for problem solution, assessment of socially valid content, and utilization of a reporting framework aligned to known and effective intervention options are essential to promoting intervention validity of rating scale measures. To illustrate, they describe the combined theoretical and empirical approach used to develop the Social Skills Rating System and its recent revision, the Social Skills Improvement System. Ongoing challenges in the integration and monitoring of social skills interventions are discussed, and possible strategies for linking assessment to intervention are described.

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“…With numerous scales and subscales addressing a broad range interpersonal skills, the field currently lacks a concise standardized psychometric self or other-report survey, pointing to the need to develop such an instrument. This is not uncommon with such complex skills as interpersonal skills (see Demaray et al, 1995) and may point to the need for a standardized survey as part of a larger set of multimethod assessments (Boyatzis & Saatcioglu, 2008).…”

Section: Discussionmentioning

confidence: 99%

Interpersonal Skills in MBA Admissions: How Are They Conceptualized and Assessed?

Beenen

Pichler

Davoudpour

2017

Journal of Management Education

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Employers and students concur that soft skills or interpersonal skills are critical to managerial success, yet we know little about how MBA program admissions professionals conceptualize and assess these skills in the context of global management education. Such practices have key implications for interpersonal skills curriculum and training in MBA programs around the globe. A survey of 182 MBA admissions professionals from 24 countries revealed surprising agreement in how interpersonal skills were conceptualized, and suggest interpersonal skills and soft skills are not synonymous. Results also indicated that only 30% of U.S. and international MBA programs use specific criteria to assess applicants’ interpersonal skills, with the remainder using nonspecific criteria or no assessment method. We discuss the need for more rigorous assessment of interpersonal skills in MBA admissions, closer coordination between admissions officers and curriculum developers, and tighter alignment between interpersonal skills assessment and MBA curriculum and learning outcomes.

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Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

Cited by 138 publications

References 17 publications

Classmates With Disabilities and Students’ Noncognitive Outcomes

Classmates With Disabilities and Students’ Noncognitive Outcomes

Intervention Validity of Social Behavior Rating Scales

Interpersonal Skills in MBA Admissions: How Are They Conceptualized and Assessed?

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