Citation

Frye KE, Anthony CJ, Huggins-Manley AC, Smith-Bonahue TM. J. Sch. Psychol. 2024; 103: e101278.

Copyright

(Copyright © 2024, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2023.101278

PMID

38432729

Abstract

Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K-12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; n(parent) = 833, n(teacher) = 1215, n(student) = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; n(parent) = 2400, n(teacher) = 750, n(student) = 800) using validity samples collected during the development of the SSIS-RS (n(parent) = 240, n(teacher) = 221, n(student) = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.

Language: en

Keywords

Assessment; Behavior rating scales; Social skills