Social emotional assets and resilience scales: Entwicklung einer stärkenorientierten Kurzform eines Skalensystems zur Verhaltenseinschätzung

The purpose of this brief research report is to describe the development of the short form version of a new strength-based behavior rating scale system, the Social-Emotional Assets and Resilience Scales (SEARS; Merrell, 2011). The SEARS is a multi-informant, strength-based, social-emotional assessment system that assesses positive social-emotional attributes of children and adolescents. The results indicate that the SEARS short forms are highly correlated with the SEARS long forms. Additionally, the overall strong correlations between the SEARS short forms and other strength-based measures provide convergent evidence that the SEARS short forms measure a relatively similar construct of social-emotional ability as other strength-based, nationally standardized behavior rating scales. The SEARS system has potential to be used within a multi-tiered prevention and intervention framework; however, additional research is necessary to support its use for screening and progress monitoring-related decisions. Limitations, potential implications, and future research directions of strength-based assessment for progressing monitoring and screening are discussed. (DIPF/Orig.)Dieser Forschungsartikel hat das Anliegen, die Entwicklung der Kurzform eines stärkenorientierten Skalensystems zur Verhaltenseinschätzung, den Social-Emotional Assets and Resilience Scales (SEARS; Merrell, 2011), konzise vorzustellen. SEARS ist ein stärkenorientiertes Bewertungssystem auf Multi-Informanten-Basis zur Einschätzung positiver sozioemotionaler Eigenschaften von Kindern und Jugendlichen. Die hier vorgestellten Ergebnisse weisen auf einen engen Zusammenhang zwischen der Kurz- und der Langfassung von SEARS hin. Darüber hinaus liefern die insgesamt hohen Korrelationen zwischen der SEARS Kurzform und anderen stärkenorientierten Maßen übereinstimmend Evidenz dafür, dass die SEARS-Kurzform ein relativ ähnliches Konstrukt sozioemotionaler Fähigkeiten misst wie andere stärkenorientierte, national standardisierte Ratingskalen. SEARS bietet das Potenzial, in einem mehrstufigen Rahmenkonzept von Prävention und Intervention eingesetzt zu werden; weitere Forschung ist jedoch notwendig, um den Nutzen dieses Skalensystems für Screeningzwecke und auf Entwicklungsbeobachtungen basierende Entscheidungen herauszustellen. In der abschließenden Diskussion werden Grenzen, potenzielle Implikationen und zukünftige Richtungen stärkenorientierter Erhebungen für Entwicklungsbeobachtungen und Screenings diskutiert. (DIPF/Orig.

Differential perceptions of multidisciplinary team members: Seriously emotionally disturbed vs. socially maladjusted

The difficult task of distinguishing between students with serious emotional disturbance (SED) and those with social maladjustment (SM) continues to present a problem for educators. Although many researchers in the field of special education and school psychology have strong opinions about the feasibility of differentially identifying these groups of students, very little information is available about how this distinction is actually made by educators in the field. The purpose of this study was to investigate the factors that multidisciplinary team (MDT) members, specifically school psychologists, special educators, and school principals, consider in making the distinction between SED and SM students and the degree of confidence they have in their ability to make this distinction. Although no significant difference in reported confidence was found between the three groups of professionals, there was a moderate degree of disagreement between the groups on the behavioral or background descriptors that differentially characterize SED and SM students, especially in regard to the diagnosis of conduct disorder. Overall, school psychologists tended to differ from special educators and principals in the number of descriptors identified as important and the relative number of respondents that endorsed each descriptor. Implications for special education decision making and recommendations for future research are discussed

Behavior Problems of Learning-Disabled, Low-Achieving, and Average Boys: A Comparative Study with the Conners Teacher Ratings Scales-28

Problem behaviors of elementary-age boys with learning disabilities (n = 91) were compared with those of low-achieving (n = 100) and average-achieving (n = 77) boys on teacher ratings from the 28-item version of the Conners Teacher Rating Scale. Analysis of variance procedures revealed significant group effects on all subscales of the instrument. The learning-disabled boys were rated as having significantly greater levels of problem behavior than did the average-achieving boys on all four of the instrument\u27s subscales. The low-achieving boys had significantly greater problem behavior ratings than did the average-achieving boys on two of the four subscales. The low-achieving and learning-disabled groups did not differ significantly on any of the problem behavior sub-scales, an indication that both groups are at heightened risk for developing social-behavioral problems. Examination of problem score frequency distributions by group also revealed a great deal of behavioral heterogeneity within each group, which indicates that membership in certain educational groups may be a behavioral risk factor, but behavioral needs should be looked at based on individual need

Convergent and Discriminant Validity of the Internalizing Symptoms Scale for Children

The Internalizing Symptoms Scale for Children (ISSC) is a relatively new self-report measure designed to assess the broad domain of internalizing problems of children and to integrate the two- and three-factor models of affect proposed by Watson, Clark, and colleagues (cf. Watson & Clark, 1992). To date, limited research has been conducted investigating the performance of the negative affect/general distress and positive affect dimensions of the ISSC. The present research investigated convergent and discriminant validity coefficients between domain-specific self-report (RCDS, RCMAS, SSRS) and peer-report (PNID) measures with both the ISSC total and subscale scores. Validity coefficients support the continued use of the ISSC total score as a measure of distress that compares favorably with other commonly used measures. Correlations between ISSC subscales and other self-report measures indicate that the relationships between positive affect and negative affect and anxiety and depression proposed in the adult literature may also apply to children. Implications for clinical practice and future research are discussed

The Structure of the School Social Behavior Scales: A Confirmatory Factor Analysis

The School Social Behavior Scales (SSBS; Merrell 1993a) is a behavior rating instrument designed for use by teachers and other school personnel in evaluating social and antisocial behavior of children in grades K through 12. Published psychometric data for the SSBS have been promising to date. Although exploratory factor-analytic techniques were used to define its subscales, a confirmatory methodology has not been used with this measure. The present research sought to confirm the structure of the SSBS using the national data collected for the standardization and norming of the instrument. The standardization sample was split to allow for post-hoc model fitting, if necessary. The initial model tested for both the Social Competence and Antisocial Behavior scales was in line with the scoring recommendations of the author, and results suggested some model mis-specification. Alternative models were tested to identify a model that would provide a better fit to the data. After identification of an acceptable model, the invariance of the new model was tested with the remaining half of the standardization sample. Generally, both scales performed well and resulted in models very similar to those originally proposed by the author of the instrument. These findings support the continued use of the SSBS for both clinical and research purposes. Results are discussed from the perspectives of screening, assessment, and intervention planning with children and youth in K-12 educational settings

Convergent Validity of the School Social Behavior Scales with the Child Behavior Checklist and Teacher\u27s Report Form

he School Social Behavior Scales (SSBS) is a relatively new teacher-report instrument for assessing social competence and antisocial behavior. The present study investigated the convergent validity of SSBS data with a sample of nonreferred school children. Teachers of participating children (N = 210) completed the SSBS and the Child Behavior Checklist-Teacher\u27s Report Form, and parents completed the Child Behavior Checklist. Internal consistency reliability of SSBS subscale and total scale data were all high. Correlations between subscale and total scores of the SSBS, CBCL, and TRF were moderate and in the expected direction. Results of the present study provide additional support for the reliability and validity of SSBS data. Additionally, results suggest that the SSBS can be used with confidence for accurate, time-efficient assessment of social behavior in a school setting

School Psychology for the 21st Century: Foundations and Practices, 2nd Edition

A leading introductory text, this authoritative volume comprehensively describes the school psychologist\u27s role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven approach to practice in today\u27s diverse schools. It grounds the reader in the concepts and tools needed to become a competent, ethical practitioner; implement and evaluate multi-tiered interventions; and facilitate systems-level change. Useful pedagogical features include illustrative vignettes and end-of-chapter discussion questions and activities. New to This Edition Incorporates up-to-date research findings and professional standards. Expanded coverage of response to intervention, cultural and linguistic diversity issues, and evidence-based practice in mental health. Chapter on legal issues includes expanded coverage of IDEIA and other recent federal mandates.https://digitalcommons.usu.edu/usufaculty_monographs/1058/thumbnail.jp

Development and Factor Structure of a Self-Report Measure for Assessing Internalizing Symptoms of Elementary-Age Children

The development and factor structure of the Internalizing Symptoms Scale for Children (ISSC), a new self-report measure for assessing internalizing symptomatology in children, is detailed. Development of the ISSC was driven by the lack of a children\u27s self-report instrument designed specifically to assess the broad domain of internalizing symptomatology, as well as research findings showing a high degree of comorbidity among internalizing syndromes (e.g., depression, anxiety, somatic complaints, social withdrawal). Thorough and methodologically rigorous procedures were employed during the development of the ISSC to ensure strong content validity as well as clinical utility. Exploratory and confirmatory factor analytic procedures were utilized on the 54-item ISSC research protocol, resulting in a strong two factor solution for the 48 items retained. Factor 1, Negative Affect/General Distress, includes items that indicate the presence of internalizing symptoms, or in some cases, the absence of optimistic or functional emotional states. Factor 2, Positive Affect, includes items describing positive affect incompatible with internalizing symptoms, or in some cases, items that reflect the absence of internalizing symptoms. Results of the factor analyses are discussed in terms of previous research on affectivity and specific internalizing syndromes or disorders. Potential uses of the ISSC, as well as further research needed, are described. Implications of the present investigation for future assessment and classification studies in the area of child psychopathology are reviewed