The use of the Social Skills Rating System as applied to students who are visually impaired

Persistent Link:
http://hdl.handle.net/10150/290117
Title:
The use of the Social Skills Rating System as applied to students who are visually impaired
Author:
Levinson, Tami S.
Issue Date:
2004
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education, Rehabilitation, and School Psychology
Degree Grantor:
University of Arizona
Advisor:
Erin, Jane N.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe use of the Social Skills Rating System as applied to students who are visually impaireden_US
dc.creatorLevinson, Tami S.en_US
dc.contributor.authorLevinson, Tami S.en_US
dc.date.issued2004en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education, Rehabilitation, and School Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorErin, Jane N.en_US
dc.identifier.proquest3145089en_US
dc.identifier.bibrecord.b47210539en_US
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