The Social Skills Rating System (SSRS) provides a multi-rater assessment of child social behaviors that influence the development of social competence and adaptive functioning. This study examined whether the items on the teacher version of the SSRS provide reasonable indicators of the three first-order social skills dimensions proposed by the authors. In addition, multi-group methods of confirmatory factor analysis were used to investigate the invariance of factor loadings across ethnicity and gender. Results support the presence of three factors that were invariant for White and non-White groups and nearly invariant for boys and girls.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T. M, Dumenci, L., & Rescorla, L. A. (2002). Ten-year comparisons of problems and competencies for national samples of youth: Self, parent and teacher reports. Journal of Emotional and Behavioral Disorders, 10(4), 197-203.
2.
Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 [Computer Software]. Chicago: Small Waters.
3.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
4.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
5.
Byrne, B. M. (1988). Measuring adolescent self-concept: Factorial validity and equivalency of the SDQ III across gender. Multivariate Behavioral Research, 23, 361-375.
6.
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.
7.
Cattell, R. B. (1956). Validation and intensification of the Sixteen Personality Factor Questionnaire. Journal of Clinical Psychology, 12, 204-205.
8.
Cattell, R. B. (1957). Personality and motivation structure and measurement. Yonkers, NY: World Book.
9.
Cattell, R. B., & Burdsal, C. A. (1975). The radial parcel double factor design: A solution to the item-vs.-parcel controversy. Multivariate Behavioral Research, 10, 165-179.
10.
Chewning, T. (1992). An investigation of the discriminant and concurrent validity of the Social Skills Rating System-Teacher Form. Dissertation Abstracts International, 53, 6-A.
11.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
12.
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Fort Worth, TX: Harcourt Brace.
13.
Crowley, S. L., & Merrell, K. W. (2000). Convergent and discriminant validity of the Internalizing Symptoms Scale for Children. Journal of Psychoeducational Assessment, 18(1), 4-16.
14.
Dauphinee, T. L., Schau, C., & Stevens, J. J. (1997). Survey of attitudes toward statistics: Factor structure and factorial invariance for women and men. Structural Equation Modeling, 4, 129-141.
15.
Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.
16.
Demaray, M. K., Ruffalo, S. L., Carlson, J., Busse, R. T., Olson, A. E., McManus, S. M., & Leventhal, A. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24(4), 648-671.
17.
Dusek, J. B., & Flaherty, J. F. (1981). The development of self-concept during adolescent years. Monographs of the Society for Research in Child Development, 46.
18.
Elliot, S. N., Busse, R. T., & Gresham, F. M. (1993). Behavior rating scales: Issues of use and development. School Psychology Review, 22(2), 313-321.
19.
Fantuzzo, J., Manz, P., & McDermott, P. (1998). Preschool version of the Social Skills Rating System: An empirical analysis of its use with low-income children. Journal of School Psychology, 36(2), 199-214.
20.
Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. In J. A. Schinka & R. L. Greene (Eds.), Emerging issues and methods in personality assessment (pp. 309-337). Mahwah, NJ: Erlbaum.
21.
Greenbaum, P. E., & Dedrick, R. F. (1998). Hierarchical confirmatory factor analysis of the Child Behavior Checklist/4-18. Psychological Assessment, 10, 149-155.
22.
Gresham, F. M., & Elliot, S. N. (1984). Assessment and classification of children’s social skills: A review of methods and issues. School Psychology Review, 13, 292-301.
23.
Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System: Manual. Circle Pines, MN: American Guidance Service.
24.
Gresham, F. M., Noell, G. H., & Elliot, S. N. (1996). Teachers as judges of social competence: A conditional probability analysis. School Psychology Review, 25(1), 108-117.
25.
Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: concepts, issues, and applications (pp. 76-99). Thousand Oaks, CA: Sage.
26.
Izard, C., Fine, S., Shultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotional knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18-23.
27.
Kaplan, D. (1990). Evaluating and modifying covariance structure models: A review and recommendation. Multivariate Behavioral Research, 25, 137-155.
28.
Keith, T. Z., Fugate, M. H., DeGraff, M., Dimond, C. M., Shadrach, E. A., & Stevens, M. L. (1995). Using multi-sample confirmatory factor analysis to test for construct bias: An example using the K-ABC. Journal of Psychoeducational Assessment, 13, 347-364.
29.
Keith, T. Z., & Witta, E. L. (1997). Hierarchical and cross-age confirmatory factor analysis of the WISC-III: What does it measure? School Psychology Quarterly, 12, 89-107.
30.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford.
31.
Konold, T. R., & Abidin, R. R. (2001). Parenting alliance: A multifactor perspective. Assessment, 8, 47-65.
32.
Konold, T. K., Hamre, B. K., & Pianta, R. C. (2003). Measuring problem behaviors in young children. Behavioral Disorders, 28(2), 111-123.
33.
Kranzler, J. H., & Keith, T. Z. (1999). Independent confirmatory factor analysis of the Cognitive Assessment System (CAS): What does the CAS measure? School Psychology Review, 28, 117-144.
34.
MacCallum, R. C., & Tucker, L. R. (1991). Representing sources of error in common factor analysis: Implications for theory and practice. Psychological Bulletin, 109, 501-511.
35.
Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17(1), 1-23.
36.
Marsh, H. W. (1993). The multidimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal, 30, 841-860.
37.
Marsh, H. W., & O’Neill, R. (1984). Self-Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153-174.
38.
Maston, J., Rotatori, A. F., & Hensel, W. J. (1983). Development of a rating scale to measure social skills in children: The Maston Evaluation of Social Skills in Youngsters (MESSY). Behavioral Research and Therapy, 21, 335-340.
39.
McConaughy, S. H., & Ritter, D. R. (1995). Best practices in multidimensional assessment of emotional or behavioral disorders. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III. pp. 865-8877. Washington, D.C.: National Association of School Psychologists.
40.
Merrell, K. W. (1999). Behavioral, social, and emotional assessment of children and adolescents. Mahwah, NJ: Erlbaum.
41.
Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9, 1-2, 3-18.
42.
Merydith, S. P. (2001). Temporal stability and convergent validity of the Behavior Assessment System for Children. Journal of School Psychology, 39(3), 253-265.
43.
Messick, S. (1981). Evidence and ethics in the evaluation of tests. Educational Researcher, 10(9), 9-20.
44.
Milfort, R., & Greenfield, D. B. (2002). Teacher and observer ratings of Head Start children’s social skills. Early Childhood Research Quarterly, 17, 581-595.
45.
National Institute of Child Health and Human Development Early Childcare Research Network (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11, 269-306.
46.
Pedersen, J. A., Worrell, F. C., & French, J. L. (2001). Reliability of the social skills rating system with rural Appalachian children from families with low incomes. Journal of Psychoeducational Assessment, 19, 45-53.
47.
Reynolds, C. R., & Kaiser, S. M. (1990). Test bias in psychological assessment. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (2nd ed., pp. 487-525). New York: Wiley.
48.
Stormshak, E. A., & Webster-Stratton, C. (1999). The qualitative interactions of children with conduct problems and their peers: Differential correlates with self-report measures, home behavior, and school behavior problems. Journal of Applied Developmental Psychology, 20, (2), 295-317.
49.
Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation modeling. In K. S. Bollen & J. S. Long (Eds.), Testing structural equation models (pp.10-39). Newbury Park, CA: Sage.
50.
Teo, A., Carlson, E., Mathieu, P. J., Egeland, B., & Sroufe, L. A. (1996). A prospective longitudinal study of psychosocial predictors of achievement. Journal of School Psychology, 34, 3, 285-306.
51.
Walker, H. M., & McConnell, S. R. (1988). The Walker-McConnell Scale of Social Competence and School Adjustment. Austin, TX: PRO-ED.
52.
Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 2, 357-364.
53.
Wright, D., & Torrey, G. K. (2001). A comparison of two peer-referenced assessment techniques with parent and teacher ratings of social skills and problem behaviors. Behavioral Disorders, 26(2), 173-182.
