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    Internal Consistency, Test–Retest Reliability and Measurement Error of the Self-Report Version of the Social Skills Rating System in a Sample of Australian Adolescents

    194750_95794_Internal_Consistency__Test-Retest_Reliability.pdf (255.9Kb)
    Access Status
    Open access
    Authors
    Vaz, Sharmila
    Parsons, Richard
    Passmore, Anne
    Andreou, P.
    Falkmer, Torbjorn
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Vaz, Sharmila and Parsons, Richard and Passmore, Anne Elizabeth and Andreou, Pantelis and Falkmer, Torbjorn. 2013. Internal Consistency, Test–Retest Reliability and Measurement Error of the Self-Report Version of the Social Skills Rating System in a Sample of Australian Adolescents. PLoS One. 8 (9): e73924.
    Source Title
    PLoS ONE
    DOI
    10.1371/journal.pone.0073924
    ISSN
    19326203
    Remarks

    This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/. Please refer to the licence to obtain terms for any further reuse or distribution of this work.

    URI
    http://hdl.handle.net/20.500.11937/44649
    Collection
    • Curtin Research Publications
    Abstract

    The social skills rating system (SSRS) is used to assess social skills and competence in children and adolescents. While its characteristics based on United States samples (US) are published, corresponding Australian figures are unavailable. Using a 4-week retest design, we examined the internal consistency, retest reliability and measurement error (ME) of the SSRS secondary student form (SSF) in a sample of Year 7 students (N = 187), from five randomly selected public schools in Perth, western Australia. Internal consistency (IC) of the total scale and most subscale scores (except empathy) on the frequency rating scale was adequate to permit independent use. On the importance rating scale, most IC estimates for girls fell below the benchmark. Test–retest estimates of the total scale and subscales were insufficient to permit reliable use. ME of the total scale score (frequency rating) for boys was equivalent to the US estimate, while that for girls was lower than the US error. ME of the total scale score (importance rating) was larger than the error using the frequency rating scale. The study finding supports the idea of using multiple informants (e.g. teacher and parent reports), not just student as recommended in the manual. Future research needs to substantiate the clinical meaningfulness of the MEs calculated in this study by corroborating them against the respective Minimum Clinically Important Difference (MCID).

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