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ERIC Number: EJ1050493
Record Type: Journal
Publication Date: 2015-Mar
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1534-5084
A Comparison between SRSS-IE and SSiS-PSG Scores: Examining Convergent Validity
Lane, Kathleen Lynne; Oakes, Wendy Peia; Common, Eric Alan; Zorigian, Kris; Brunsting, Nelson C.; Schatschneider, Christopher
Assessment for Effective Intervention, v40 n2 p114-126 Mar 2015
We report findings of a validation study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade elementary students from one school in a southeastern state. Correlation coefficients indicated statistically significant, inverse relations between SRSS-IE scores (SRSS-IE 12 [total score], SRSS-E7 [subscale score which includes original seven items constituting the SRSS], and SRSS-I5 [subscale scores of the five items to address internalizing behaviors]) and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Analysis of receiver operating characteristics (ROC) curves contrasting students with significant difficulty versus adequate progress suggested the SRSS-IE12 is more accurate for detecting Prosocial Behavior (area under the curve [AUC] = 0.972) and Motivation to Learn (AUC = 0.904) compared with Math (AUC = 0.817) and Reading Skills (AUC = 0.805) as measured by the SSiS-PSG. Educational implications, limitations, and future directions are offered.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A