A comparison of nonreferred, learning‐disabled, and mildly mentally retarded students utilizing the social skills rating system
作者:
Ronald K. Bramlett,
Billy L. Smith,
Jane Edmonds,
期刊:
Psychology in the Schools
(WILEY Available online 1994)
卷期:
Volume 31,
issue 1
页码: 13-19
ISSN:0033-3085
年代: 1994
DOI:10.1002/1520-6807(199401)31:1<13::AID-PITS2310310103>3.0.CO;2-E
出版商: Wiley Subscription Services, Inc., A Wiley Company
数据来源: WILEY
摘要:
AbstractThe assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n= 20) and mildly mentally retarded (n= 20) with a group of nonreferred students (n= 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems.
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