Conditional probability methods (positive predictive power, negative predictive power, sensitivity, and specificity) were employed to differentiate children judged by teachers as belonging to Social Competence (SC) or Low Social Competence (LSC) groups using the Social Skills Rating System-Teacher (Gresham & Elliott, 1990). Social skills functioned more effectively as exclusionary criteria (high negative predictive power values) for ruling out membership in the LSC group than inclusionary criteria (lower positive predictive power values) for both males and females. The majority of items best differentiating the groups involved teacher-preferred social skills or behavior fitting a model behavior profile. Large differences were found in the number, but not the type, of social skills that predicted LSC group membership for females and males. Results were discussed in the context of using conditional probability methods at the local level to select children for social skills interventions and to select target behaviors for these interventions.
|Original language||English (US)|
|Number of pages||10|
|Journal||School Psychology Review|
|State||Published - Dec 1 1996|
ASJC Scopus subject areas
- Developmental and Educational Psychology