Research Article
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The Social Skills Improvement System- Rating Scale (3-5 Age Preschool Version) Teacher Form: Validity and Reliability Study

Year 2019, Volume: 14 Issue: 28, 301 - 323, 31.12.2019
https://doi.org/10.35675/befdergi.467864

Abstract

In
this study, it is aimed to conduct the validity and reliability study of the
Social Skills Improvement System- Rating Scale (3-5 age preschool version)
teacher form.The sample of the research consists of teachers (n = 28)of 305
childrenin the 3-5 year old group who continued to different pre-school
education institutions.Content validity, confirmatory factor analysis, test
retest reliability and internal consistency coefficient (Cronbach alpha) were
calculated in the analysis of the data.Five experts were consulted for the content
validity and 76 items on the scale were decided by the experts to remain on the
scale.As a result of confirmatory factor analysis, it was determined that 76
items and 12 factorial structure of the scale generally comply with the
collected data.Internal consistency coefficients of the scale change between
.70 and .86.These results showed thatThe Social Skills Improvement System-
Rating Scale (3-5 age preschool version) Teacher Forma reliable and valid tool
for measuring social skills of children in Turkey.

References

  • Aydoğan, Y., Metin, Ş., Büyüköztürk, Ş., Mercan, Z., & Kavak, Ş. (2017). The investigation of the relationship between social skills and problem solving skills of students in primary education department. Journal of Current Researches on Educational Studies, 7(1), 161-172.
  • Berk, L. E. (2013). Çocuk gelişimi. (A. Dönmez Çev.). Ankara: İmge.Broadhead, P., Johnston, J., Tobbell, C., & Woolley, R. (2010). Personal, social and emotional development. New York: Continuum International Publishing.
  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134–148. doi:10.1016/j.appdev.2006.12.004.
  • Cheung, P. P. P., Siu, A. M. H., & Brown, T. (2017). Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in Developmental Disabilities, 60, 187–197. doi:10.1016/j.ridd.2016.11.019.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 584-594.
  • Cooper, D. H., & Farran, D. C. (1988). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3(1), 1–19. doi:10.1016/0885-2006(88)90026-9.
  • Cordier, R., Speyer, R., Chen, Y.-W., Wilkes-Gillan, S., Brown, T., Bourke-Taylor, H., … Leicht, A. (2015). Evaluating the psychometric quality of social skills measures: A systematic review. PLOS ONE, 10(7), e0132299. doi:10.1371/journal.pone.0132299.
  • Csóti, M. (2009). Developing children’s social, emotional and behavioural skills. New York: Continuum International Publishing.
  • Çubukçu, Z. ve Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler. Ahmet Yesevi Üniversitesi Türk Dünyası Sosyal Bilimler Dergisi, 37, 155-174.
  • Doble, S.E., Bonnell, J.E., & Magill-Evans, J. (1991). Evaluation of social skills: A survey of current practice. Canadian Journal of Occupational Therapy, 58(5), 241-49.
  • Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality: A Special Education Journal, 9(1-2), 19-32.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Minneapolis, MN: Pearson Assessments.
  • Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system rating scales. Minneapolis, MN: Pearson Assessments.
  • Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363–377. doi:10.1177/019874290603100402.
  • Güral, M., & Önder, A. (2015). Televizyon izleme süresinin okul öncesi eğitim kurumuna devam eden 60-72 aylık çocukların sosyal becerileri üzerindeki etkisinin incelenmesi. Turkish Studies, 10(7), 467-488.
  • Güral, M., Sezer, T., Güven, G., & Efe Azkeskin, K. (2013). Investıgatıon of the relationshıp between social skills and self-management behaviors of 5 year old children. Journal of Educational and Instructional Studies in The World, 3(1), 53-62.
  • Haager, D., & Vaughn, S. (1995). Parent, teacher, peer, and self- reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28(4), 205-215.
  • Hupp, S. D.A., LeBlanc, M., Jewell, J. D., & Warnes, E. (2009). History and Overview. J. L. Matson (Ed.) Social behavior and skills in children içinde (s. 1-21). New York: Springer.
  • Kettler, R. J., Elliott, S. N., Davies, M., & Griffin, P. (2011). Testing a multi-stage screening system: Predicting performance on Australia’s national achievement test using teachers’ ratings of academic and social behaviors. School Psychology International, 33(1), 93–111. doi:10.1177/0143034311403036.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Edition ed.). New York: The Guilford Press.
  • Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge? School Psychology Quarterly, 27(3), 121–133. doi 10.1037/a0028696.
  • Leff, S., & Lakin, R. (2005). Playground-based observational systems: A review and implications for practitioners and researchers. School Psychology Review, 34(4), 475-89.
  • Lim, S. M., & Rodger, S. (2008). An occupational perspective on the assessment of social competence in children. British Journal of Occupational Therapy, 71(11), 469–481. doi:10.1177/030802260807101104.
  • Luiselli, J. K., McCarty, J. C., Coniglio, J., Zorilla-Ramirez, C., & Putnam, R. F. (2005). Social skills assessment and intervention. Journal of Applied School Psychology, 21(1), 21–38. doi:10.1300/j370v21n01_02.
  • Mathieson, K. (2005). Social skills in the early years: Supporting social and behavioural learning. London: Paul Chapman Publishing.
  • McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224. doi:10.1016/s0885-2006(03)00026-7.
  • McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329.
  • Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1-2), 3–18. doi:10.1080/09362835.2001.9666988.
  • Schaefer, B. A., Shur, K. F., Macri-Summers, M., & MacDonald, S. L. (2004). Preschool children’s learning behaviors, concept attainment, social skills, and problem behaviors: Validity evidence for preschool learning behaviors scale scores. Journal of Psychoeducational Assessment, 22(1), 15–32. doi:10.1177/073428290402200102.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Swale, J. (2006). Setting the scene for positive behaviour in the early years: A framework for good practice. New York: Routledge.
  • Warnes, E. D., Sheridan, S. M. Geske, J., & Warnes, W. A. (2005). A contextual approach to the assessment of social skills: Identifying meaningful behaviors for social competence. Psychology in the Schools, 42(2), 173–187. doi: 10.1002/pits.20052.
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Eğitim Bilimleri Kurultayı, 28-30 Eylül, Pamukkale Üniversitesi, Denizli.

Sosyal Beceri Geliştirme Sistemi- Derecelendirme Ölçeği (3-5 Yaş Okul Öncesi Versiyonu) Öğretmen Formu: Geçerlik ve Güvenirlik Çalışması

Year 2019, Volume: 14 Issue: 28, 301 - 323, 31.12.2019
https://doi.org/10.35675/befdergi.467864

Abstract

Bu çalışmada Sosyal Beceri Geliştirme Sistemi- Derecelendirme
Ölçeği, (3-5 yaş okul öncesi versiyonu) öğretmen formunun geçerlik ve
güvenirlik çalışmasının yapılması amaçlanmaktadır. Araştırmanın örneklemini,
farklı okul öncesi eğitim kurumlarına devam eden 3-5 yaş grubunda 305 çocuğun
öğretmeni (n=28) oluşturmaktadır. Verilerin analizinde kapsam geçerliği,
doğrulayıcı faktör analizi, test tekrar test güvenirliği ve iç tutarlılık
katsayısı (Cronbach alfa) hesaplanmıştır. Kapsam geçerliğinin belirlenmesinde 5
uzmandan görüş alınmış ve ölçekte yer alan 76 maddenin de ölçekte kalması
yönünde karar verilmiştir. Doğrulayıcı faktör analizi sonucunda ölçeğin 76
madde ve 12 faktörlü yapısının toplanan verilerle genel olarak uyum sağladığı
belirlenmiştir. Ölçeğin iç tutarlılık katsayılarının .70 ile .86 arasında
değiştiği görülmüştür. Bu sonuçlar Sosyal Beceri Geliştirme Sistemi-
Derecelendirme Ölçeği (3-5 yaş okul öncesi versiyonu) Öğretmen Formunun
Türkiye’deki çocukların sosyal becerilerini değerlendirmede geçerli ve
güvenilir bir araç olduğunu göstermiştir.  

References

  • Aydoğan, Y., Metin, Ş., Büyüköztürk, Ş., Mercan, Z., & Kavak, Ş. (2017). The investigation of the relationship between social skills and problem solving skills of students in primary education department. Journal of Current Researches on Educational Studies, 7(1), 161-172.
  • Berk, L. E. (2013). Çocuk gelişimi. (A. Dönmez Çev.). Ankara: İmge.Broadhead, P., Johnston, J., Tobbell, C., & Woolley, R. (2010). Personal, social and emotional development. New York: Continuum International Publishing.
  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134–148. doi:10.1016/j.appdev.2006.12.004.
  • Cheung, P. P. P., Siu, A. M. H., & Brown, T. (2017). Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in Developmental Disabilities, 60, 187–197. doi:10.1016/j.ridd.2016.11.019.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 584-594.
  • Cooper, D. H., & Farran, D. C. (1988). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3(1), 1–19. doi:10.1016/0885-2006(88)90026-9.
  • Cordier, R., Speyer, R., Chen, Y.-W., Wilkes-Gillan, S., Brown, T., Bourke-Taylor, H., … Leicht, A. (2015). Evaluating the psychometric quality of social skills measures: A systematic review. PLOS ONE, 10(7), e0132299. doi:10.1371/journal.pone.0132299.
  • Csóti, M. (2009). Developing children’s social, emotional and behavioural skills. New York: Continuum International Publishing.
  • Çubukçu, Z. ve Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler. Ahmet Yesevi Üniversitesi Türk Dünyası Sosyal Bilimler Dergisi, 37, 155-174.
  • Doble, S.E., Bonnell, J.E., & Magill-Evans, J. (1991). Evaluation of social skills: A survey of current practice. Canadian Journal of Occupational Therapy, 58(5), 241-49.
  • Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality: A Special Education Journal, 9(1-2), 19-32.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Minneapolis, MN: Pearson Assessments.
  • Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system rating scales. Minneapolis, MN: Pearson Assessments.
  • Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363–377. doi:10.1177/019874290603100402.
  • Güral, M., & Önder, A. (2015). Televizyon izleme süresinin okul öncesi eğitim kurumuna devam eden 60-72 aylık çocukların sosyal becerileri üzerindeki etkisinin incelenmesi. Turkish Studies, 10(7), 467-488.
  • Güral, M., Sezer, T., Güven, G., & Efe Azkeskin, K. (2013). Investıgatıon of the relationshıp between social skills and self-management behaviors of 5 year old children. Journal of Educational and Instructional Studies in The World, 3(1), 53-62.
  • Haager, D., & Vaughn, S. (1995). Parent, teacher, peer, and self- reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28(4), 205-215.
  • Hupp, S. D.A., LeBlanc, M., Jewell, J. D., & Warnes, E. (2009). History and Overview. J. L. Matson (Ed.) Social behavior and skills in children içinde (s. 1-21). New York: Springer.
  • Kettler, R. J., Elliott, S. N., Davies, M., & Griffin, P. (2011). Testing a multi-stage screening system: Predicting performance on Australia’s national achievement test using teachers’ ratings of academic and social behaviors. School Psychology International, 33(1), 93–111. doi:10.1177/0143034311403036.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Edition ed.). New York: The Guilford Press.
  • Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge? School Psychology Quarterly, 27(3), 121–133. doi 10.1037/a0028696.
  • Leff, S., & Lakin, R. (2005). Playground-based observational systems: A review and implications for practitioners and researchers. School Psychology Review, 34(4), 475-89.
  • Lim, S. M., & Rodger, S. (2008). An occupational perspective on the assessment of social competence in children. British Journal of Occupational Therapy, 71(11), 469–481. doi:10.1177/030802260807101104.
  • Luiselli, J. K., McCarty, J. C., Coniglio, J., Zorilla-Ramirez, C., & Putnam, R. F. (2005). Social skills assessment and intervention. Journal of Applied School Psychology, 21(1), 21–38. doi:10.1300/j370v21n01_02.
  • Mathieson, K. (2005). Social skills in the early years: Supporting social and behavioural learning. London: Paul Chapman Publishing.
  • McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224. doi:10.1016/s0885-2006(03)00026-7.
  • McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329.
  • Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1-2), 3–18. doi:10.1080/09362835.2001.9666988.
  • Schaefer, B. A., Shur, K. F., Macri-Summers, M., & MacDonald, S. L. (2004). Preschool children’s learning behaviors, concept attainment, social skills, and problem behaviors: Validity evidence for preschool learning behaviors scale scores. Journal of Psychoeducational Assessment, 22(1), 15–32. doi:10.1177/073428290402200102.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Swale, J. (2006). Setting the scene for positive behaviour in the early years: A framework for good practice. New York: Routledge.
  • Warnes, E. D., Sheridan, S. M. Geske, J., & Warnes, W. A. (2005). A contextual approach to the assessment of social skills: Identifying meaningful behaviors for social competence. Psychology in the Schools, 42(2), 173–187. doi: 10.1002/pits.20052.
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Eğitim Bilimleri Kurultayı, 28-30 Eylül, Pamukkale Üniversitesi, Denizli.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Cansu Tutkun 0000-0002-2722-2274

Çağlayan Dinçer

Publication Date December 31, 2019
Submission Date October 6, 2018
Acceptance Date November 10, 2019
Published in Issue Year 2019 Volume: 14 Issue: 28

Cite

APA Tutkun, C., & Dinçer, Ç. (2019). Sosyal Beceri Geliştirme Sistemi- Derecelendirme Ölçeği (3-5 Yaş Okul Öncesi Versiyonu) Öğretmen Formu: Geçerlik ve Güvenirlik Çalışması. Bayburt Eğitim Fakültesi Dergisi, 14(28), 301-323. https://doi.org/10.35675/befdergi.467864