Initial Development and Validation of the Social Skills Improvement System--Social and Emotional Learning Brief Scales--Teacher Form

Autor/inn/en	Anthony, Christopher J.; Elliott, Stephen N.; DiPerna, James C.; Lei, Pui-Wa
Titel	Initial Development and Validation of the Social Skills Improvement System--Social and Emotional Learning Brief Scales--Teacher Form
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 2, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anthony, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282920953240
Schlagwörter	Rating Scales; Social Emotional Learning; Test Construction; Test Validity; Item Response Theory; Interpersonal Competence; Test Reliability; Elementary Secondary Education; Social Skills Improvement System Rating Scales; Social Skills Rating System; Behavior Assessment System for Children; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Rating-Skala; Testaufbau; Testvalidität; Item-Response-Theorie; Interpersonale Kompetenz; Testreliabilität
Abstract	Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System--Social and Emotional Learning Brief Scales--Teacher Form (SSIS SEL"b"-T), a significantly shorter version of the Social Skills Improvement System--Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL"b"-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01