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ERIC Number: EJ1207669
Record Type: Journal
Publication Date: 2019-Apr
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
Psychometric Defensibility of the Intervention Selection Profile-Social Skills (ISP-SS) with Students at Risk for Behavioral Concerns
Kilgus, Stephen P.; Eklund, Katie; von der Embse, Nathaniel P.
Psychology in the Schools, v56 n4 p526-538 Apr 2019
The purpose of the current study was to examine the validity and diagnostic accuracy of the "Intervention Selection Profile--Social Skills" (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants (n = 71) rated each of these students using both the ISP-SS and the "Social Skills Improvement System--Rating Scales" (SSiS-RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP-SS structural validity, indicating ISP-SS items broadly conformed to a single "Social Skills" factor. Follow-up analyses suggested ISP-SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP-SS items, finding each ISP-SS item to be moderately or highly related to its corresponding SSiS-RS subscale. Finally, analyses indicated three of the seven ISP-SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP-SS is to be appropriate for use in schools. Implications for practice and future research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170284