The Validity of Teacher Ratings of Adolescents' Social Skills

Abstract

The validity of teacher ratings of adolescents' social skills was examined in a follow-up study of a cohort sample of 395 students from seventh to ninth grade. The internal consistency of the teacher ratings on Social Skills Rating System (SSRS) was examined at two points in time, and the multidimensionality of the SSRS was confirmed through factor analyses. The findings indicated multi-informant consistency in ratings: teacher ratings consistently covaried with teacher ratings of problem behaviour in the classroom and academic competence, sociometric nominations by peer students, and grade point average in selected school subjects. Teacher ratings also produced construct-relevant group differences, with students referred to psychosocial and educational helping services receiving significantly lower ratings than their nonreferred peers.

Children With Conduct Problems and Co-occurring ADHD: Behavioral Improvements Following Parent Management Training

“…The SSRS has been used with diverse samples, and its validity with Norwegian children was examined specifically in a study showing that scores on the SSRS covaried with teacher ratings of problem behavior, academic competence, and sociometric nominations by peers (Ogden, 2003). It has both a parent and a teacher version.…”

Social Competence as a Mediating Factor in Reduction of Behavioral Problems

“…The validity and reliability of the Norwegian version of the SSRS is satisfactory (Ogden, 2003), and this also applies to its electronic version (Saestad & Kyrrestad, 2007).…”

Comparando Indicadores Psicométricos de Duas Versões Brasileiras do Social Skills Rating System : Uma Revisão da Literatura

“…Trata-se de um instrumento norte-americano, que permite comparar o julgamento de três informantes (pais, professores e a própria criança) e obter indicadores de habilidades sociais, problemas de comportamento e competência acadêmica. O SSRS já foi traduzido e/ ou submetido a estudos psicométricos em diversos países, como Alemanha (Hess et al, 2013), Eslováquia (Vasil'ová & Baumgartner, 2004), Irã (Shahim, 2004), Portugal (Mota, Matos, & Lemos, 2011), Noruega (Ogden, 2003), Holanda (Van der Oord et al, 2005) e Porto Rico (Jurado, Cumba-Avilés, Collazo, & Matos, 2006 (Bandeira et al, 2009;Freitas & Del Prette, 2010a;2010b;Del Prette, Freitas, Bandeira, & Del Prette, 2014 Especificamente, buscou-se: (1) discutir teoricamente os dois processos de validação de construto das escalas; (2) apresentar e analisar as diferenças e semelhanças entre as duas versões em termos de: (a) métodos de extração e de análise de dados; (b) índices psicométri-cos de estrutura fatorial (número de fatores e de itens retidos, variância explicada, cargas fatoriais obtidas) e de confiabilidade e (c) composição fatorial final e conteúdo das escalas. Serão detalhadamente discutidos os possíveis avanços e refinamentos psicométricos advindos do SSRS-BR 2 , bem como as implicações da nova versão do instrumento para procedimentos de avaliação de habilidades sociais em crianças.…”