Thirty-six fifth-grade children identified by their teachers as “disruptive” were rated with the ACCEPTS Placement Test, a curriculum-based rating scale, the Walker-McConnell Scale of Social Competence and School Adjustment, a norm-referenced rating scale, and the Matson Evaluation of Social Skills with Youngsters (MESSY), a teacher rating and student self-report measure. Correlations among the total scores and the subscale scores were calculated. Significant correlations were found between the MESSY student self-report social-skills factor and most of the teacher rating scales. Stronger correlations were found among the teacher rating subscales and total scores. These results should be of benefit to school personnel who are searching for multiple social-skills measures on which to judge students' social functioning.
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