Intervention Validity of Social Behavior Rating Scales: Features of Assessments That Link Results to Treatment Plans

Stephen Elliott, Frank M. Gresham, Jennifer L. Frank, Peter A. Beddow

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)15-24
Number of pages10
JournalAssessment for Effective Intervention
Volume34
Issue number1
DOIs
StatePublished - 2008
Externally publishedYes

Fingerprint

Social Behavior
rating scale
social behavior
Child Behavior
Behavior Rating Scale
Social Skills
pragmatics
rating
utilization
monitoring
evaluation

Keywords

  • acquisition deficits
  • intervention validity
  • performance deficits
  • treatment utility

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

Cite this

Intervention Validity of Social Behavior Rating Scales : Features of Assessments That Link Results to Treatment Plans. / Elliott, Stephen; Gresham, Frank M.; Frank, Jennifer L.; Beddow, Peter A.

In: Assessment for Effective Intervention, Vol. 34, No. 1, 2008, p. 15-24.

Research output: Contribution to journalArticle

@article{8b04b3fe10984303842af2322ee06783,
title = "Intervention Validity of Social Behavior Rating Scales: Features of Assessments That Link Results to Treatment Plans",
abstract = "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.",
keywords = "acquisition deficits, intervention validity, performance deficits, treatment utility",
author = "Stephen Elliott and Gresham, {Frank M.} and Frank, {Jennifer L.} and Beddow, {Peter A.}",
year = "2008",
doi = "10.1177/1534508408314111",
language = "English (US)",
volume = "34",
pages = "15--24",
journal = "Assessment for Effective Intervention",
issn = "1534-5084",
publisher = "Council for Exceptional Children, Council for Educational Diagnostic Services",
number = "1",

}

TY - JOUR

T1 - Intervention Validity of Social Behavior Rating Scales

T2 - Features of Assessments That Link Results to Treatment Plans

AU - Elliott, Stephen

AU - Gresham, Frank M.

AU - Frank, Jennifer L.

AU - Beddow, Peter A.

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

KW - acquisition deficits

KW - intervention validity

KW - performance deficits

KW - treatment utility

UR - http://www.scopus.com/inward/record.url?scp=84990398475&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84990398475&partnerID=8YFLogxK

U2 - 10.1177/1534508408314111

DO - 10.1177/1534508408314111

M3 - Article

AN - SCOPUS:84990398475

VL - 34

SP - 15

EP - 24

JO - Assessment for Effective Intervention

JF - Assessment for Effective Intervention

SN - 1534-5084

IS - 1

ER -