Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

Autor/inn/en	Huang, Ke; Conroy, Maureen A.; Snyder, Patricia A.; Miller, David; Sutherland, Kevin S.
Titel	Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children
Quelle	In: Assessment for Effective Intervention, 48 (2023) 4, S.190-200 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Ke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084231174924
Schlagwörter	Psychometrics; Integrity; Interpersonal Competence; Rating Scales; Scores; Preschool Children; Behavior Problems; Factor Analysis; Item Response Theory; Item Analysis; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Integrität; Interpersonale Kompetenz; Rating-Skala; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Faktorenanalyse; Item-Response-Theorie; Itemanalyse
Abstract	The Social Skills Improvement System-Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social-emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01