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Psychometrics of the SSIS in an Australian population
Descriptive
TitleInfo
Title
Psychometrics of the SSIS in an Australian population
Name
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(type = family)
Sherbow
NamePart
(type = given)
Amanda
NamePart
(type = date)
1988-
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Amanda Sherbow
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(authority = RULIB)
author
Name
(type = personal)
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(type = family)
Kettler
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(type = given)
Ryan
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Ryan Kettler
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Advisory Committee
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(authority = RULIB)
chair
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NamePart
(type = family)
Fagley
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Nancy
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Nancy Fagley
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Advisory Committee
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internal member
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Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
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theses
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2014
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2014-10
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2014
Place
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xx
Language
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(type = code)
eng
Abstract
(type = abstract)
The Social Skills Improvement System (SSiS; Gresham & Elliott, 2008) is a multi-stage, broadband system for assessing children in Preschool through 12th grade. Two aspects of this system were analyzed in this study: (1) the Performance Screening Guides (PSGs), a brief criterion-referenced measure, and (2) the Rating Scales (SSiS-RS), a more extensive rating system. Two samples of Australian teachers in Bundamba (n = 15) and South Brisbane (n = 30) implemented the SSiS on elementary school students. This study has the following objectives: (1) Compare the psychometric properties of US and Australian samples and (2) determine if the Australian sample displays appropriate psychometric evidence to substantiate the use of such a tool in this population. Results indicated that internal consistency reliability was good for both samples across the domains and subdomains. For some of the domains, reliability was significantly higher in the Australian sample compared to the US sample. With respect to content validity, there were some differences with regard to which social skills each sample of teachers believed were important. Teachers in the Australian sample typically rated areas as being more important compared to the US sample. With regard to internal structure validity, correlations among PSGs and SSiS-RS domains were similar between the two different countries. In addition, conditional probability analyses indicated the PSGs work appropriately as the first stage of a multiple gating procedure. The confirmatory factor analyses indicated that the three-factor model had poor fit to the data in both samples. There were few differences between the factor loadings of the two samples. Lastly, in terms of validity evidence based on relations to other variables, the individual PSG scores demonstrated low to moderate ability to predict students who displayed difficulties on corresponding areas of the Queensland Two Year Diagnostic Net, a monitoring system based on teacher judgment. Overall, the United States and Australian data demonstrated similar results for the areas explored. The results indicated adequate psychometric evidence for most of the areas measured.
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Teachers--Australia
Subject
(authority = ETD-LCSH)
Topic
Social skills in children
Subject
(authority = ETD-LCSH)
Topic
Teachers--United States
Subject
(authority = ETD-LCSH)
Topic
Psychometrics
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Rutgers University Electronic Theses and Dissertations
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ETD_5665
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (viii, 79 p. : ill.)
Note
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Psy.D.
Note
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Includes bibliographical references
Note
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by Amanda Sherbow
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
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doi:10.7282/T3N58JVK
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Sherbow
GivenName
Amanda
Role
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RightsEvent
Type
Permission or license
DateTime
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(point = start)
2014-05-05 22:47:29
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Name
Amanda Sherbow
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Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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(qualifier = exact);
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2014-10-31
DateTime
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(point = end)
2016-10-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 30th, 2016.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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