Literaturnachweis - Detailanzeige
| Autor/inn/en | Sullivan, Jeremy R.; Villarreal, Victor; Flores, Evette; Gomez, Alyssa; Warren, Blaire |
|---|---|
| Titel | SSIS Performance Screening Guide as an Indicator of Behavior and Academics: A Meta-Analysis |
| Quelle | In: Assessment for Effective Intervention, 46 (2021) 3, S.228-237 (10 Seiten)
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| Zusatzinformation | ORCID (Villarreal, Victor) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508420926584 |
| Schlagwörter | Screening Tests; Educational Research; Validity; Rating Scales; Interpersonal Competence; Correlation; Test Validity; Scores; Learner Engagement; Academic Achievement; Reading Skills; Mathematics Skills; Learning Motivation; Prosocial Behavior; Social Skills Improvement System Rating Scales |
| Abstract | This article documents the results of a meta-analysis of available correlational validity evidence for the Social Skills Improvement System Performance Screening Guide (SSIS-PSG), which is a brief teacher-completed rating scale designed to be used as part of universal screening procedures. Article inclusion criteria included (a) published in English in a peer-reviewed journal, (b) administration of the PSG, and (c) provided validity evidence representative of the relationship between PSG scores and scores on related variables. Ten studies yielding 147 correlation coefficients met criteria for inclusion. Data were extracted following established procedures in validity generalization and meta-analytic research. Extracted coefficients were of the expected direction and magnitude with theoretically aligned constructs, thereby providing evidence of convergent validity (e.g., PSG Math and Reading items were most strongly correlated with academic performance and academic behavior variables, with effect sizes ranging from 0.708 to 0.740; PSG Prosocial Behavior and Motivation to Learn items were most strongly correlated with broadband externalizing/internalizing problems, with effect sizes ranging from -0.706 to -0.717), although Prosocial Behavior and Motivation to Learn were not as effective at discriminating among divergent constructs. These results generally support the utility of the PSG in correlating with academic and social/behavioral outcomes in the schools. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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