Treatment Sensitivity of the PE Form of the Social Skills Rating Scales: Implications for Test Construction Procedures

Meier, Scott T.

doi:10.1080/07481756.2000.12069006

Cited by 11 publications

(14 citation statements)

References 28 publications

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“…Gresham & Elliott (1990) report adequate internal consistency reliability, test‐retest reliability and evidence of content and criterion‐related ability for the SRSS standardization sample, which included 20% African‐American children. The alpha in this study for total skills was 0.78, which was similar to that obtained for the standardization sample (Meier 2000).…”

Section: Methodssupporting

confidence: 86%

Assessing low-income African-American pre-schoolers' behaviour problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills

Oravecz

Osteen

Sharpe

et al. 2011

Child &Amp; Family Social Work

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This study examined the relations among community violence exposure, inter‐partner conflict and informal social support and the behaviour problems of pre‐schoolers, and explored how mothers' parenting skills and children's social skills may mediate the child outcomes associated with such exposure. Participants were 185 African‐American mothers and female caregivers of Head Start children who completed study measures in a structured interview. Path analyses revealed that greater inter‐partner conflict was associated with more internalizing and externalizing child behaviour problems. Positive parenting was associated with fewer internalizing and externalizing behaviours. Higher levels of child social skills were associated with fewer internalizing and externalizing behaviour problems. Child social skills fully mediated the relationship between community violence and externalizing behaviours as well as between informal support and externalizing behaviours. Social skills partially mediated the relationships between positive parenting and externalizing behaviours. No mediating effect was found on the relationships between inter‐partner conflict and child behaviour problems. Implications of the findings for intervention and future research are discussed.

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Section: Methodssupporting

confidence: 86%

Assessing low-income African-American pre-schoolers' behaviour problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills

Oravecz

Osteen

Sharpe

et al. 2011

Child &Amp; Family Social Work

View full text Add to dashboard Cite

show abstract

“…Gresham and Elliott (1990) report adequate internal consistency reliability, adequate test-retest reliability, and evidence of content and criterion-related ability for the SSRS standardization sample, which included 20% African American children. Alphas in this study were .63 (Cooperation), .72 (Self-Control), .68 (Assertion), and .74 (Responsibility); these alphas are similar to those obtained for the standardization sample (Meier, 2000).…”

Section: Methodssupporting

confidence: 86%

Community Violence, Interpartner Conflict, Parenting, and Social Support as Predictors of the Social Competence of African American Preschool Children

Oravecz

Koblinsky

Randolph

2008

Journal of Black Psychology

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Adopting an ecological framework, this study examines the role of community violence exposure, interpartner conflict, positive parenting, and informal social support in predicting the social skills and behavior problems of low-income African American preschoolers. Participants were 184 African American mothers and female caregivers of Head Start children who completed study measures in a structured interview. Regression analyses revealed that greater community violence exposure predicted more internalizing and externalizing child behavior problems and lower levels of self-control and cooperation. Greater interpartner conflict predicted more internalizing problems. Positive parenting was predictive of fewer internalizing and externalizing problems and higher levels of child self-control and cooperation. Greater informal social support predicted higher levels of all four child social skills, including self-control, cooperation, assertion, and responsibility. Positive parenting and informal social support failed to moderate the relationships between community violence exposure and interpartner conflict and child outcomes. Implications of the findings for intervention and future research are discussed.

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“…Because these analyses are exploratory in nature, and the expected effects at the level of an individual item are likely to be small, an α level of .10 was set to detect statistically significant change (cf. Meier, 2000). As shown in Table 2, 12 of 19 items evidenced statistically significant change in one or both subsamples: controls temper, pays attention to speakers, stays out of trouble, communicates clearly, shares thinking, feels depressed, behaves differently, acts impulsively, fights with others, family members fight, lies or cheats, and gets failing grades.…”

Section: Resultsmentioning

confidence: 95%

“…The IISR approach to test construction and evaluation attempts to identify effects at the item level, likely to be small in size, through the use of multiple statistical tests. This runs counter to the statistical philosophy of minimizing the effects of chance through the use of a Bonferroni or similar adjustment (Meier, 2000). One solution to these differing approaches is to consider initial IISR studies as exploratory in nature, using a less stringent α.…”

Section: Discussionmentioning

confidence: 98%

Development of a Change-Sensitive Outcome Measure for Children Receiving Counseling

Meier

McDougal

Bárdŏs

2008

Canadian Journal of School Psychology

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Contemporary testing standards place test purpose as the central focus during test development and subsequent use. This study describes the development of a measure for children designed explicitly to measure change resulting from psychosocial interventions. Parents completed the outcome measure for 896 elementary school-age children receiving psychotherapy interventions from community mental health agencies. Scales formed with change-sensitive items evidenced adequate reliability estimates and larger effect sizes than scales composed of the original item pool. When asked by stakeholders such as parents, principals, and school boards to investigate the effectiveness of provided interventions, school psychologists should consider the use of change-sensitive measures that are sensitive to small and moderately sized treatment effects.

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Treatment Sensitivity of the PE Form of the Social Skills Rating Scales: Implications for Test Construction Procedures

Cited by 11 publications

References 28 publications

Assessing low-income African-American pre-schoolers' behaviour problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills

Assessing low-income African-American pre-schoolers' behaviour problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills

Community Violence, Interpartner Conflict, Parenting, and Social Support as Predictors of the Social Competence of African American Preschool Children

Development of a Change-Sensitive Outcome Measure for Children Receiving Counseling

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