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Developing a Change-Sensitive Brief Behavior Rating Scale as a Progress Monitoring Tool for Social Behavior: An Example Using the Social Skills Rating System--Teacher Form
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Gresham, Frank M.; Cook, Clayton R.; Collins, Tai; Dart, Evan; Rasetshwane, Kutlo; Truelson, Erica; Grant, Stephanie – School Psychology Review, 2010
Research has been unsuccessful at revealing an analogue to curriculum-based measurement in the area of progress monitoring for social behavior. As a result, there is a need to develop change-sensitive, technically adequate, feasible progress monitoring tools for social behavior that represent general outcome measures of performance. The purpose of…
Descriptors: Curriculum Based Assessment, Social Behavior, Validity, Behavior Rating Scales
Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers
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Chafouleas, Sandra M.; Christ, Theodore J.; Riley-Tillman, T. Chris; Briesch, Amy M.; Chanese, Julie A. M. – School Psychology Review, 2007
One potentially feasible tool for use in the formative assessment of social behavior is the direct behavior rating, yet empirical support for the reliability of its use is limited. In this study, generalizability theory was used to provide preliminary psychometric data regarding the generalizability and dependability of the direct behavior rating…
Descriptors: Generalizability Theory, Social Behavior, Formative Evaluation, Psychometrics
Teachers' and Parents' Rating of Children's Social Skills: A Closer Look at Cross-Informant Agreements through an Item Analysis Protocol.
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Ruffalo, Stacey L.; Elliott, Stephen N. – School Psychology Review, 1997
Describes assessment of children's social behavior using Social Skills Rating System (SSRS) and an item analysis protocol (IAP). Examines relationships among mother and father pairs, teacher SSRS ratings, and descriptions of kindergarten through 4th-grade students. Finds mothers' and fathers' SSRS frequency and importance ratings for their…
Descriptors: Behavior Rating Scales, Children, Elementary School Students, Evaluation
The Child Rating Scale: The Development of a Socioemotional Self-Rating Scale for Elementary School Children.
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Hightower, A. Dirk; And Others – School Psychology Review, 1987
This article describes the development of the Child Rating Scale (CRS), a socioemotional self-rating scale for elementary school children. Four CRS factors (rule compliance/acting-out, anxiety/withdrawal, interpersonal social skills, and self-confidence) were found consistently across four independent samples totalling more than 2,000 elementary…
Descriptors: Academic Achievement, Affective Behavior, Behavior Rating Scales, Elementary Education