TY - JOUR
T1 - Psychometric Fundamentals of the Social Skills Improvement System
T2 - Social–Emotional Learning Edition Rating Forms
AU - Gresham, Frank
AU - Elliott, Stephen
AU - Metallo, Sarah
AU - Byrd, Shelby
AU - Wilson, Elizabeth
AU - Erickson, Megan
AU - Cassidy, Kaitlin
AU - Altman, Robert
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2020/6/1
Y1 - 2020/6/1
N2 - This study described the development of the Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) for teachers, parents, and students. This new multirater assessment is a reconfiguration of the SSIS Rating Scales items inspired by the CASEL Social Emotional Competency framework. The internal structure and score reliability estimates were examined across three raters for a common sample of more than 200 individual children ages 3 to 18 years. Confirmatory factor analyses tested against the CASEL five-dimensional SEL theoretical model demonstrated adequate fit for the SSIS SEL Parent and Student RFs and mediocre fit of the Teacher RF. Internal consistency, test-retest, and interrater reliability estimates for scores on each of the SSIS SEL RFs all met or exceeded acceptable criteria. Thus, researchers and practitioners interested in measuring the social–emotional behavior of children ages 3 to 18 can expect reliable scores and structurally meaningful behavior content within the Collaborative on Academic Social Emotional Learning (CASEL) SEL competency framework. Limitations to the present findings and suggestions for future research conclude the report.
AB - This study described the development of the Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) for teachers, parents, and students. This new multirater assessment is a reconfiguration of the SSIS Rating Scales items inspired by the CASEL Social Emotional Competency framework. The internal structure and score reliability estimates were examined across three raters for a common sample of more than 200 individual children ages 3 to 18 years. Confirmatory factor analyses tested against the CASEL five-dimensional SEL theoretical model demonstrated adequate fit for the SSIS SEL Parent and Student RFs and mediocre fit of the Teacher RF. Internal consistency, test-retest, and interrater reliability estimates for scores on each of the SSIS SEL RFs all met or exceeded acceptable criteria. Thus, researchers and practitioners interested in measuring the social–emotional behavior of children ages 3 to 18 can expect reliable scores and structurally meaningful behavior content within the Collaborative on Academic Social Emotional Learning (CASEL) SEL competency framework. Limitations to the present findings and suggestions for future research conclude the report.
KW - CASEL SEL model
KW - SSIS SEL edition rating forms
KW - confirmatory factor evidence
KW - score reliability estimates
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U2 - 10.1177/1534508418808598
DO - 10.1177/1534508418808598
M3 - Article
AN - SCOPUS:85058645046
SN - 1534-5084
VL - 45
SP - 194
EP - 209
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 3
ER -