Utility of the social skills improvement system-rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives.

Katherine E Frye, Christopher J Anthony, Pui-Wa Lei, Kyle D Husmann, James C DiPerna

Abstract read

In one paragraph

Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

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2 · The registry

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3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Utility of the social skills improvement system-rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives.Child development
Article

4 · The record

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5 · Who and what money

Authors and funding

5 authors.

Katherine E FryeDepartment of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA.ORCID https://orcid.org/0000-0002-3359-4453

Christopher J AnthonySchool of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, Florida, USA.ORCID https://orcid.org/0000-0003-1883-8322

Pui-Wa LeiDepartment of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA.ORCID https://orcid.org/0000-0002-8179-6623

Kyle D HusmannDepartment of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania, USA.ORCID https://orcid.org/0000-0001-9875-8976

James C DiPernaDepartment of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA.ORCID https://orcid.org/0000-0002-4663-9286

Funding

Institute of Education Sciences R305A090438Institute of Education Sciences R305A170047

6 · The paper itself

Abstract

Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System-Rating Scales (SSIS-RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% white, 20.6% Black, 14.4% Hispanic). Although results provided support for three of the original SSIS-RS factors (Assertion, Empathy, Self-Control), there was some evidence that the other four original domains (Cooperation, Responsibility, Engagement, Communication) could be explained by two factors in this age range. Implications for using the SSIS-RS and the utility of the MMOD in developmental research are discussed.

Indexed as

Child DevelopmentPsychometricsSocial SkillsChildEmpathyFemaleHumansLongitudinal StudiesMaleSelf-Control

Identifiers

PMID39563008

DOI10.1111/cdev.14199

PMCPMC11868689

What OpenQuestion holds

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LicenceCC BY-NC-ND

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.