Teachers' and Parents' Ratings of Children's Social Skills: A Closer Look at Cross-Informant Agreements Through an Item Analysis Protocol

Ruffalo, Stacey L.; Elliott, Stephen N.

doi:10.1080/02796015.1997.12085882

Cited by 25 publications

(14 citation statements)

References 13 publications

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“…By comparison, some items on a rating scale are much more molecular in nature; that is, the item is narrow or focuses on only one discrete skill, such as "Takes turns" or "Shares his or her possessions with others." Both molar and molecular items have advantages and disadvantages, but in general we have found that molar items are useful for purposes of classification, whereas molecular items are more prescriptive and have better treatment utility (Gresham, Noell, & Elliott, 1996;Ruffalo & Elliott, 1997).…”

Section: Constructs and Nature Of Items Assessedmentioning

confidence: 91%

“…The work of Achenbach et al (1987) and, more recently, Elliott and associates (Kettler, Elliott, DiPerna, & Bolt, 2003;Ruffalo & Elliott, 1997) has provided empirical support for this assumption. Moderate agreement should not necessarily be taken as an indictment of the use of multiple raters.…”

Section: Rating Scales Of Children's Social Behavior: Characteristics and Fundamental Assumptionsmentioning

confidence: 97%

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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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Section: Constructs and Nature Of Items Assessedmentioning

confidence: 91%

Section: Rating Scales Of Children's Social Behavior: Characteristics and Fundamental Assumptionsmentioning

confidence: 97%

Intervention Validity of Social Behavior Rating Scales

Elliott

Gresham

Frank

et al. 2008

Assessment for Effective Intervention

Self Cite

View full text Add to dashboard Cite

show abstract

“…ents and teachers are two such sources since they are influential in children's lives and are able to provide essential information about their children (Ruffalo & Elliott, 1997). Because parents observe children's social behavior in a variety of settings and situations, they can provide valuable information in reference to children's social skills (Ruffalo & Elliott).…”

mentioning

confidence: 99%

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Kolb

Hanley-Maxwell

2003

Exceptional Children

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This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

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“…Previous studies have demonstrated that a combination of parent and teacher information results in an improvement of predictive power (Verhulst et al, 1994). Consistent with this, using information on social skills provided by both parents and teachers is likely to result in better and more accurate estimates of the behavior of adolescents than using only one informant (Ruffalo & Elliott, 1997). For these reasons, we computed a combined estimate using the mean of the standardized parent and teacher scores.…”

Section: Methodsmentioning

confidence: 78%

Generation of Interpersonal Stressful Events

Bakker

Ormel

Lindenberg

et al. 2010

The Journal of Early Adolescence

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This study developed two specifications of the social skills deficit stress generation hypothesis: the "gender-incongruence" hypothesis to predict peer victimization and the "need for autonomy" hypothesis to predict conflict with authorities. These hypotheses were tested in a prospective large population cohort of 2,064 Dutch young adolescents. Social skills and pubertal timing were measured when the sample was about 11 years old, and stressful life events were measured 2.5 years later at follow-up. As predicted by the gender-incongruence hypothesis, poor assertion in boys and poor selfcontrol in girls were associated with peer victimization. Consistent with

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Teachers' and Parents' Ratings of Children's Social Skills: A Closer Look at Cross-Informant Agreements Through an Item Analysis Protocol

Cited by 25 publications

References 13 publications

Intervention Validity of Social Behavior Rating Scales

Intervention Validity of Social Behavior Rating Scales

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Generation of Interpersonal Stressful Events

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