Literaturnachweis - Detailanzeige
| Autor/inn/en | Cummings, Kelli D.; Kaminski, Ruth A.; Merrell, Kenneth W. |
|---|---|
| Titel | Advances in the Assessment of Social Competence: Findings from a Preliminary Investigation of a General Outcome Measure for Social Behavior |
| Quelle | In: Psychology in the Schools, 45 (2008) 10, S.930-946 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.20343 |
| Schlagwörter | Teacher Evaluation; Social Behavior; Validity; At Risk Students; Rating Scales; Interpersonal Competence; Evaluation Methods; Intervention; Grade 1; Measures (Individuals); Reliability; Scores |
| Abstract | This study describes the initial validation of an innovative social-behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system-wide interventions. Eighteen first-grade students were monitored over an 8-week period using the Initiation-Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion-related validity were calculated for the IRA. The measure's sensitivity to growth over time and between-group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. (Contains 6 tables and 1 footnote.) (As Provided). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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