Psychometric defensibility of the Intervention Selection Profile-Social Skills (ISP-SS) with students at risk for behavioral concerns

Stephen P. Kilgus, Katie Eklund, Nathaniel P. von der Embse

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants (n = 71) rated each of these students using both the ISP-SS and the Social Skills Improvement System—Rating Scales (SSiS-RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP-SS structural validity, indicating ISP-SS items broadly conformed to a single “Social Skills” factor. Follow-up analyses suggested ISP-SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP-SS items, finding each ISP-SS item to be moderately or highly related to its corresponding SSiS-RS subscale. Finally, analyses indicated three of the seven ISP-SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP-SS is to be appropriate for use in schools. Implications for practice and future research are discussed.

Original languageEnglish (US)
Pages (from-to)526-538
Number of pages13
JournalPsychology in the Schools
Volume56
Issue number4
DOIs
StatePublished - Apr 2019
Externally publishedYes

Keywords

  • Tier 2
  • brief behavior rating scales
  • social skills assessment
  • social skills training

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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