Using Behavior Rating Scales to Assess Social Skills and Antisocial Behavior in School Settings: Development of the School Social Behavior Scales

REFERENCES

• Achenbach, T. M. (1986). Child behavior checklist — direct observation form (rev. ed.). Burlington, VT: University of Vermont Center for Children, Youth, and Families.
   Google Scholar
• Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs for the society of research in child development, 46(1, serial no. 188).
   Web of Science ®Google Scholar
• Achenbach, T. M., & Edelbrock, C. A. (1986). Manual for the Teacher's Report Form and Teacher Version of the Child Behavior Profile. Burlington, VT: University of Vermont Department of Psychiatry.
   Google Scholar
• Asher, S. R., & Taylor, A. R. (1981). The social outcomes of mainstreaming: Sociometric assessment and beyond. Exceptional Children Quarterly, 1, 13–30.
   Google Scholar
• Center, D. B., & Wascom, A. M. (1986), Teacher perceptions of social behavior in learning disabled and socially normal children and youth. Journal of Learning Disabilities, 19, 420–425.
   PubMed Web of Science ®Google Scholar
• Conners, C. K. (1990). Manual for the Conners rating scales. Toronto: Multi-Health Systems, Inc.
   Google Scholar
• Connolly, J. (1983). A review of sociometric procedures in the assessment of social competence in children. Applied Research in Mental Retardation, 4, 315–317.
   Google Scholar
• Cowen, E. L., Pederson, A., Babigan, H., Izzo, L. D., & Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41, 438–446.
   PubMed Web of Science ®Google Scholar
• Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychometrica, 16, 297–334.
   Web of Science ®Google Scholar
• Dodge, K., Coie, J., & Brakke, N. (1982). Behavior patterns of socially rejected and neglected adolescents: The roles of social approach and aggression. Journal of Abnormal Child Psychology, 10, 389–410.
   PubMed Web of Science ®Google Scholar
• DuPaul, G. J., & Rapport, M. D. (1991). Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review, 20, 284–300.
   Web of Science ®Google Scholar
• Edelbrock, C. (1983). Problems and issues in using rating scales to assess child personality and psychopathology. School Psychology Review, 12, 293–299.
   Google Scholar
• Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 143–179). New York: Academic Press.
   Google Scholar
• Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23–36.
   Web of Science ®Google Scholar
• Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Gresham, F. M., Elliott, S. N., & Black, F. L. (1987). Teacher-rated social skills of mainstreamed mildly handicapped and nonhandicapped children. School Psychology Review, 16, 78–88.
   Web of Science ®Google Scholar
• Gresham, F. M., & Reschly, D. J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology, 25, 367–381.
   Web of Science ®Google Scholar
• Harmon, H. H. (1976). Modern factor analysis (3rd ed.). Chicago: University of Chicago Press.
   Google Scholar
• Hops, H. (1983). Children's social competence and skill: Current research practices and future directions. Behavior Therapy, 14, 3–18.
   Web of Science ®Google Scholar
• Kaiser, H. F. (1958). The varimax criteria for analytic rotation in factor analysis. Psychometrica, 23, 187–200.
   Web of Science ®Google Scholar
• Kohn, M. L., & Schooler, C. (1973). Occupational experience and psychological functioning: An assessment of reciprocal effects. American Sociological Review, 38, 97–118.
   Web of Science ®Google Scholar
• Kohn, M. L., & Schooler, C. (1978). The reciprocal effects of substantive complexity of work and intellectual flexibility: A longitudinal assessment. American Journal of Sociology, 84, 24–52.
   Web of Science ®Google Scholar
• Kohn, M. L., & Schooler, C. (1983). Work and personality: An inquiry into the impact of social stratification. Norwood, IL: Ablex Publishing.
   Google Scholar
• Landau, S., & Milich, R. (1990). Assessment of children's social and status and peer relations. In A. M. LaGreca (Ed.), Through the eyes of a child (pp. 259–291). Boston: Allyn and Bacon.
   Google Scholar
• Loeber, R. (1985). Patterns of development of antisocial child behavior. Annals Of Child Development, 2, 77–116.
   Google Scholar
• Loeber, R., Dishion, T. J., & Patterson, G. R. (1984). Multiple gating: A multistage assessment procedure for identifying youths at risk for delinquency. Journal of Research in Crime and Delinquency, 21, 7–32.
   Web of Science ®Google Scholar
• Martin, R. P. (1988). Assessment of personality and behavior problems. New York: Guilford Press.
   Google Scholar
• Martin, R. P., Hooper, S., & Snow, J. (1986). Behavior rating scale approaches to personality assessment in children and adolescents. In H. M. Knoff (Ed.), The assessment of child and adolescent personality (pp. 309–351). New York: Guilford Press.
   Google Scholar
• McConaughy, S., Achenbach, T., & Gent, C. (1988). Multiaxal empirically-based assessment: Parent, teacher, observational, cognitive, and personality correlates of Child Behavior Profiles for 6–11-year-old boys. Journal of Abnormal Child Psychology, 16, 485–509.
   PubMed Web of Science ®Google Scholar
• Merrell, K. W. (1992). The utility of the School Social Behavior Scales in differentiating students with behavioral disorders from other handicapped students. Severe Behavior Disorders of Children and Youth, 15, 27–34.
   Google Scholar
• Merrell, K. W. (1993). School social behavior scales. Bradon, VT: Clinical Psychology Publishing Co.
   Google Scholar
• Merrell, K. W., & Gill, S. J. (in press). Using teacher ratings of social behavior to differentiate gifted from non-gifted students. Roeper Review.
   Google Scholar
• Merrell, K. W., Merz, J. R., Johnson, E. R., & Ring, E. N. (1992). Social competence of students with mild handicaps and low-achievement: A comparative study. School Psychology Review, 21, 125–137,
   Web of Science ®Google Scholar
• Mueller, E. (1979). (Toddlers + Toys) = (An autonomous social system). In M. Lewis & L. A. Rosenbaum (Eds.), The child and its family (pp. 169–194). New York: Plenum Press.
   Google Scholar
• Reed, M., & Edelbrock, C. (1983). Reliability and validity of the Direct Observation Form. Journal of Abnormal Child Psychology, 11, 521–530.
   PubMed Web of Science ®Google Scholar
• Roff, M., Sells, B., & Golden, M. (1972). Social adjustment and personality development in children. Minneapolis: University of Minnesota Press.
   Google Scholar
• Salvia, J., & Ysseldyke, J. E. (1991). Assessment (5th ed.). Boston: Houghten-Mifflin.
   Google Scholar
• Sattler, J. M. (1988). Assessment of children (3rd ed.). San Diego: Jerome M. Sattler, Publisher.
   Google Scholar
• U.S. Bureau of the Census. (1990). Current population survey. Washington, DC: U.S. Government Printing Office.
   Google Scholar
• U.S. Department of Education. (1990). Annual report to congress on the implementation of Public Law 94–142. Washington, DC: Author.
   Google Scholar
• Waksman, S. A. (1985). The Waksman social skills rating scale. Portland, OR: ASIEP Education Co.
   Google Scholar
• Walker, H. M., & Fabre, T. (1987). Assessment of behavior disorders: Issues, strategies, and outcomes revisited. In N. Haring (Ed.), Assessing and managing behavior disabilities. Seattle: University of Washington Press.
   Google Scholar
• Walker, H. M., & Hops, H. (1976). Increasing academic achievement by reinforcing direct academic performance and/or facilitating nonacademic responses. Journal of Educational Psychology, 68, 218–225.
   Web of Science ®Google Scholar
• Walker, H. M., & McConnell, S. R. (1988). The Walker? McConnell scale of social competence and school adjustment. Austin, TX: Pro-Ed.
   Google Scholar
• Walker, H. M., McConnell, S. R., & Clarke, J. Y. (1985). Social skills training in school settings: A model for the social integration of handicapped children into less restrictive settings. In R. McMahon & R. D. Peters (Eds.), Childhood disorders: Behavioral-developmental approaches (pp. 140–168). New York: Bruner/Mazel.
   Google Scholar
• Walker, H. M., & Severson, H. (1992). Systematic screening for behavior disorders (2nd ed.). Longmont, CO: Sopris West Publishing.
   Google Scholar
• Walker, H. M., Steiber, S., & Eisert, D. (1991). Teacher ratings of adolescent social skills: Psychometric characteristics and factorial replieability across age-grade ranges. School Psychology Review, 20, 301–314.
   Web of Science ®Google Scholar
• Worthen, B. R., Borg, W. R., & White, K. R. (1993). Measurement and evaluation in the classroom. White Plains, NY: Longman.
   Google Scholar