Journal ArticleDOI
Social Validity in the Assessment of Children's Social Skills: Establishing Standards for Social Competency
TLDR
In this article, various assessment methods were classified as Type I, Type II, and Type III measures based on their social validity, and the authors focused on the increased use of Type I measures, the establishment of appropriate normative groups for these measures and the adoption of a competence-correlates definition of social skills.Abstract:
Social validity is a concept that, in part, deals with the social or applied importance of the effects of intervention programs. Given the importance of assessing social competence in school-age children and youth, it is critical that these measures be socially valid. That is, these measures should reflect outcomes that social systems such as the schools consider important. Various assessment methods were classified as Type I, Type II, and Type III measures based on their social validity. Conclusions focused on the increased use of Type I measures, the establishment of appropriate normative groups for these measures, the adoption of a competence-correlates definition of social skills, and the increased use of multivariate research methods in the area of social skills assessment.read more
Citations
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Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities:
TL;DR: In this paper, social competence is particularly salient for students who are classified into one of the high-incidence disability groups such as specific learning disabilities, mental retardation, emotional disturbance, or attention deficit/hyperactivity disorder.
Journal ArticleDOI
Teaching theory of mind: A new approach to social skills training for individuals with autism
Sally J Ozonoff,Judith Miller +1 more
TL;DR: This study examined the effectiveness of a social skills training program for normal-IQ adolescents with autism and demonstrated meaningful change in the treatment group's performance on several false belief tasks, but no improvement in the control sample.
Journal ArticleDOI
Social Skill Deficits and Learning Disabilities: A Meta-Analysis
TL;DR: Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficit appear warranted.
Journal Article
Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed.
TL;DR: Responsibility to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity.
Journal ArticleDOI
Social Competence and Affective Characteristics of Students With Mild Disabilities
TL;DR: In this article, the authors examined the social competence and affective functioning of children with mild disabilities and found that these children had poorer social skills, exhibited more interfering problem behaviors, and were poorly accepted or rejected by peers.
References
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Journal ArticleDOI
Convergent and discriminant validation by the multitrait-multimethod matrix.
TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Book
Essentials of psychological testing
TL;DR: In this article, the authors discuss the use of tests and test interpretation for various purposes, e.g., personality measurement through self-report, personality test interpretation, and personnel selection.
Journal ArticleDOI
Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart.
Journal ArticleDOI
Assessing the Clinical or Applied Importance of Behavior Change through Social Validation
TL;DR: In this paper, social validation has been proposed as a means of evaluating whether behavior changes achieved during treatment are clinically important, i.e., behavior changes can be viewed as clinically important if the intervention has brought the client's performance within the range of socially acceptable levels.