TY - JOUR
T1 - A comparison between SRSS-IE and SSiS-PSG scores
T2 - Examining convergent validity
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy
AU - Common, Eric Alan
AU - Zorigian, Kris
AU - Brunsting, Nelson C.
AU - Schatschneider, Christopher
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2014.
PY - 2015/3
Y1 - 2015/3
N2 - We report findings of a validation study comparing two screening tools: The Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System- Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade elementary students from one school in a southeastern state. Correlation coefficients indicated statistically significant, inverse relations between SRSS-IE scores (SRSS-IE 12 [total score], SRSS-E7 [subscale score which includes original seven items constituting the SRSS], and SRSS-I5 [subscale scores of the five items to address internalizing behaviors]) and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Analysis of receiver operating characteristics (ROC) curves contrasting students with significant difficulty versus adequate progress suggested the SRSS-IE12 is more accurate for detecting Prosocial Behavior (area under the curve [AUC] = .972) and Motivation to Learn (AUC = .904) compared with Math (AUC = .817) and Reading Skills (AUC = .805) as measured by the SSiS-PSG. Educational implications, limitations, and future directions are offered.
AB - We report findings of a validation study comparing two screening tools: The Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System- Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade elementary students from one school in a southeastern state. Correlation coefficients indicated statistically significant, inverse relations between SRSS-IE scores (SRSS-IE 12 [total score], SRSS-E7 [subscale score which includes original seven items constituting the SRSS], and SRSS-I5 [subscale scores of the five items to address internalizing behaviors]) and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Analysis of receiver operating characteristics (ROC) curves contrasting students with significant difficulty versus adequate progress suggested the SRSS-IE12 is more accurate for detecting Prosocial Behavior (area under the curve [AUC] = .972) and Motivation to Learn (AUC = .904) compared with Math (AUC = .817) and Reading Skills (AUC = .805) as measured by the SSiS-PSG. Educational implications, limitations, and future directions are offered.
KW - Emotional and behavioral disorders
KW - Internalizing and externalizing behavior
KW - Systematic screening
UR - http://www.scopus.com/inward/record.url?scp=84928017796&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84928017796&partnerID=8YFLogxK
U2 - 10.1177/1534508414560346
DO - 10.1177/1534508414560346
M3 - Article
AN - SCOPUS:84928017796
SN - 1534-5084
VL - 40
SP - 114
EP - 126
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 2
ER -