School Social Behavior Scales User's Guide, Second Edition

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School Social Behavior Scales User's Guide, Second Edition
Kenneth W. Merrell, Ph.D., Paul Caldarella, Ph.D.
Special Education
Practical and easy-to-use behavior rating scale that will help school psychologists identify students' risk factors before becoming problems.
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STOCK NUMBER ISBN
69896 978-1-55766-989-6
COPYRIGHT PAGES
2008 128
AVAILABILITY
Available Stock

Catching "red flag" behaviors early is the key to helping children and adolescents before social-emotional difficulties become major roadblocks to academic success and personal adjustment. Now there are two easy, reliable tools that give K–12 education professionals the complete picture of a child's social-emotional strengths and risk behaviors' in school (SSBS-2) and at home and in the community (HCSBS). Used in tandem, these two tools are the perfect way to

  • identify children with problem behaviors
  • target classroom interventions and develop IEPs
  • measure the effectiveness of interventions over time
  • remove barriers to learning and help children reach their goals
  • bring families into the process to provide the best support for children

Teachers or other school personnel complete SSBS-2, a simple 2-page rating scale that looks at both Social Competence and Antisocial Behavior. Specific items on both positive and negative behaviors give users accurate results and provide direction for intervention and support in school.

To ensure that screening doesn't stop with the school day, follow up with HCSBS—set up like SSBS-2 and completed by a parent or other person who knows the child well—to evaluate the child's behavior at home and in the community. Together, these easy-to-use tools provide the most complete information about a child's behavior, help families see where their children need the most support, and improve outcomes by extending behavior screening and intervention beyond the classroom.

Social Behavior Scales at a Glance

  • Screens both positive and negative behaviors, so users get the big picture of a child's social and emotional development
  • Norm-referenced and standardized—norming sample included children from diverse backgrounds and with a wide range of disabilities
  • Highly reliable and valid (results of studies are included in the User's Guide) Completed by those who know the child best—teachers, parents, and community members
  • Used for 15 years. Updated since the popular first edition with more research and a more teacher-friendly user's guide, SSBS-2 has been used by educators across the country
  • No training and very little time required—easy to complete in minutes
  • Screens behaviors inside and outside the classroom, so users get the full picture of the child's behavior and can target interventions
    • The SSBS-2 User's Guide is part of SSBS-2 and HCSBS, two easy, reliable tools used in tandem to determine a child’s social-emotional strengths and risk behaviors in school (SSBS-2) and at home and in the community (HCSBS). Norm-referenced and standardized, these K–12 screeners help educators identify children with problem behaviors, target classroom interventions, measure the effectiveness of interventions over time, remove barriers to learning, and bring families into the process to provide the best support for children.

    Learn more about SSBS-2 and HCSBS.

About the Author
Preface
Acknowledgments
  1. Introduction to the SSBS-2
Overview of the SSBS-2
Description
Unique Features
Purposes
Contents and Organization
Forms of Social Behavior
Social Competence
Antisocial Behavior
Social Adjustment
Issues in Using Behavior Rating Scales
General Characteristics
Advantages
Problems
Recommended Practices
Summary
  1. Administration and Scoring Procedures
Completing the Rating Form
User Qualifications
Qualifications for Completing the Rating Form
Qualifications for Scoring the Rating Form
Qualifications for Interpreting the Results
Directions for Scoring the Rating Form
Step 1: Calculate Subscale Raw Scores
Step 2: Calculate Total Raw Scores
Step 3: Convert Raw Scores to T-Scores and Percentile Ranks
Step 4: Identify and Record Social Functioning Levels
Summary
  1. Interpreting and Using HCSBS Scores
Three-Level Interpretation Strategy
Interpretation Level 1: T-Scores and Percentile Ranks
Interpretation Level 2: Social Functioning Levels
Interpretation Level 3: Qualitative Inspection of Individual Items
Case Study
Level 1: T-Scores and Percentile Ranks
Level 2: Social Functioning Levels
Level 3: Individual SSBS-2 Item Ratings
Conclusions
Cross-Informant Assessment with the SSBS-2
Using the SSBS-2 in Functional Behavior Assessment
Linking Assessment to Intervention
Summary
  1. Development, Standardization, and Normative Information
Instrument Development Procedures
Development Procedures for the First Edition
Modifications for the Second Edition
Data Collection Procedures
Characteristics of the Norming Sample
School Setting
Communities, States, and Geographic Regions
Race and Ethnicity
Socioeconomic Status
Special Education Participation
Grade Level
Gender
Development of Score Conversion Tables
Summary
  1. Reliability of the SSBS-2
Internal Consistency Reliability
Standard Error of Measurement
Test-Retest Reliability
Interrater Reliability
Summary
  1. Validity of the SSBS-2
Evidence Based on Test Content
Evidence Based on Internal Structure
Factor Structure
Intercorrelations Among SSBS-2 Scale Scores
Evidence Based on Relations to Other Variables: Convergent and Discriminant Validity Studies
SSBS-2 and Waksman Social Skills Rating Scale
SSBS-2 and Conners Parent Rating Scale-39
SSBS-2 and Scale of Social Competence and School Adjustment
SSBS-2 and Sociometric Status
SSBS-2 and Achenbach System of Empirically-Based Assessment
SSBS-2 and Preschool and Kindergarten Behavior Scales
Summary of Convergent and Discriminant Validity Studies
Evidence Based on Relations to Other Variables: Test-Criterion Relationships
SSBS-2 and Direct Behavioral Observation
SSBS-2 and Self-Perception Profile for Children
Summary of Studies of Test-Criterion Relationships
Evidence Based on Consequences of Testing
Group Differences: Special Education Status
Group Differences: At-Risk Status
Group Differences: Social Behavior of Gifted Students
Group Differences: Gender
Summary of Studies of Group Differences
Sensitivity to Treatment Outcomes
Outcome Evidence: A Prevention Program
Outcome Evidence: Anger Control Training
Outcome Evidence: Group Counseling for Student Success Skills
Future Research
Summary

References
Appendix A: Score Conversion Tables for Grades K-6
Appendix B: Score Conversion Tables for Grades 7-12

Reviews

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Reviews

Kerri Cox, School Counselor, Cleveland Elementary School, Sioux Falls School District - June 12, 2008
"An invaluable tool for identifying priorities and setting goals for individual counseling in a school. While I have used several tools to assess student behavior over the years, the SSBS addresses the social competence and antisocial behavior patterns that are crucial for social and academic success."
Susan Dennison, Associate Professor, Department of Social Work, University of North Carolina, Greensboro - June 12, 2008
"Provides so much data on students' strengths and problems . . . I highly recommend this scale for measuring student outcomes."
Angela Townend, Clinical Program Manager, Catholic Family Services of Durham - June 12, 2008
"Very helpful in terms of collecting a base measure and doing post group follow up to measure change. The tests are user friendly and we had a great response rate from the teachers."
Connie Maciejewski, JCH Resources, LLC, Muskegon, MI - June 12, 2008
"Both scales are quick and easy to complete for teachers and for parents, while giving an accurate assessment of student functioning. They are also quick and easy to score. I don't know what I would do without these scales!"

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