Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007

Abstract

Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K-12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; n_parent = 833, n_teacher = 1215, n_student = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; n_parent = 2400, n_teacher = 750, n_student = 800) using validity samples collected during the development of the SSIS-RS (n_parent = 240, n_teacher = 221, n_student = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.

Keywords: Assessment; Behavior rating scales; Social skills.