A validity study of the social skills rating system-teacher version with disabled and nondisabled preschool children.
This study examined the differences among social skills and problem behaviors of disabled (n = 22) and nondisabled (n = 27) preschoolers on Social Skills Rating System-Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and 8 teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.
Lyon
M A
MA
College of Education, University of Denver, CO 80208, USA. mlyon@du.edu
Albertus
C
C
Birkinbine
J
J
Naibi
J
J
D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000523:psychology; D002675:Child, Preschool; D006233:Persons with Disabilities / Q000523:psychology*; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010552:Personality Assessment / Q000706:statistics & numerical data*; D011594:Psychometrics; D015203:Reproducibility of Results; D012919:Social Behavior