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Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian, grades 1–6

2017; Taylor & Francis; Volume: 23; Issue: 1 Linguagem: Inglês

10.1080/13632752.2017.1316473

1741-2692

Anne Arnesen, Keith Smolkowski, Terje Ogden, Monica Melby‐Lervåg,

Behavioral and Psychological Studies

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students' social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher's form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.