Abstract
The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 307-319 |
| Number of pages | 13 |
| Journal | Journal of Psychoeducational Assessment |
| Volume | 37 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
- Clinical Psychology
- Psychology(all)
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Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale. / Anthony, Christopher James; Diperna, James Clyde.
In: Journal of Psychoeducational Assessment, Vol. 37, No. 3, 01.06.2019, p. 307-319.Research output: Contribution to journal › Article
TY - JOUR
T1 - Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale
AU - Anthony, Christopher James
AU - Diperna, James Clyde
PY - 2019/6/1
Y1 - 2019/6/1
N2 - The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.
AB - The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85065570206&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85065570206&partnerID=8YFLogxK
U2 - 10.1177/0734282917743335
DO - 10.1177/0734282917743335
M3 - Article
AN - SCOPUS:85065570206
VL - 37
SP - 307
EP - 319
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
SN - 0734-2829
IS - 3
ER -