Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

Abstract

A comparative and integrative review was conducted of six published rating scales commonly used to assess the social skills of preschool and school-aged children. Four norm-referenced instruments are reviewed: School Social Behavior Scales (SSBS; Merrell, 1993), Social Skills Rating System (SSRS; Gresham & Elliott, 1990), Waksman Social Skills Rating Scale (WSSRS; Waksman, 1985), and Walker-McConnell Scale of Social Competence and School Adjustment (WMS; Walker & Mc-Connell, 1988). The School Social Skills Rating Scale (S³; Brown, Black, & Downs, 1984) and Social Behavior Assessment Inventory (SBAI; Stephens & Arnold, 1992) are included as criterion-referenced rating scales. Content and use, standardization sample and norms, scores and interpretation, and psychometric properties were reviewed. We concluded that the most comprehensive instrument is the SSRS because of its multi-source approach and intervention linkage. The SSBS and the WMS are useful tools for a more limited school scope. The remaining norm-referenced scale, WSSRS, is not recommended. Following initial screening, the S³ and SBAI are useful for a more specific examination of particular behaviors to target for change.

Additional information

Notes on contributors

Michelle K. Demaray

Michelle Kilpatrick Demaray, MS, is a doctoral student in the School Psychology Program at the University of Wisconsin-Madison. She is currently on internship at Meyer Rehabilitation Institute at the University of Nebraska Medical Center. Her interests include Attention Deficit Hyperactivity Disorder and assessment issues.

Stacey L. Ruffalo

Stacey L. Ruffalo, MS, is a doctoral student in the School Psychology Program at the University of Wisconsin-Madison. Her research interests include performance-based assessment and rating scale development.

John Carlson

John Carlson, MS, is a doctoral student in the School Psychology Program at the University of Wisconsin-Madison. He is on internship at Primary Children's Hospital in Salt Lake City, Utah. His research interests include internalizing and externalizing disorders of childhood.

R. T. Busse

R. T. Busse, MS, is a doctoral student in the School Psychology Program at the University of Wisconsin-Madison and the senior project associate on a consultation research project. Research interests include the effectiveness of consultation, verbal interactions, and consultee/client readiness for change.

Amy E. Olson

Amy E. Olson, MS, received her degree from the School Psychology Program at the University of Wisconsin-Madison. She is currently working as a school psychologist in Milwaukee, WI. Her interests include working with bilingual children.

Susan M. McManus

Susan M. McManus, MS, received her degree from the School Psychology Program at the University of Wisconsin-Madison. She is currently working as a school psychologist for the West Aurora School District in Illinois. Her interests include development of intervention assistance teams and consultation.

Amy Leventhal

Amy Leventhal, MS, is a doctoral student in the School Psychology Program at the University of Wisconsin-Madison. Her research interests are in adolescent peer relations.