Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C)

Phoebe P.P. Cheung; Man Hong Andrew Siu; Ted Brown

doi:10.1016/j.ridd.2016.11.019

Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C)

Phoebe P.P. Cheung, Man Hong Andrew Siu, Ted Brown

Research output: Journal article publication › Review article › Academic research › peer-review

27 Citations (Scopus)

Abstract

The objective of this study is to examine the preliminary reliability and validity of the translated Chinese version of the SSIS-RS, referred to as the SSIS-RS-C. In this study, parent-reported social skills and problem behaviors among students with typical development (n = 79) were compared with those of age- and gender-matched students with a known developmental disability (n = 79) using the SSIS-RS-C. The results indicated that the SSIS-RS-C subscale scores in all the disability groups were significantly different except for those in the Assertion scale for one disability group. Furthermore, the normative sample of typically developing children and adolescents (aged 5–12 and 13–18 years, n = 567) from Hong Kong was established to improve the psychometric properties of the SSIS-RS-C. There were moderate to strong relationships between the common subscales across all forms of the SSIS-RS-C. Acceptable to excellent levels of internal consistency across all common subscales was also obtained. The scores for the Hong Kong sample (n = 567) derived from the use of the SSIS-RS-C were then compared to the normative sample scores from the American version of the SSIS-RS. It was found that there were statistically significant differences on five out of the seven SSIS-RS-C Social Skill subscales for children aged 5–12 years and on four out of the seven SSIS-RS-C Social Skills subscales for the adolescent group (aged 13–18 years). Also, there were statistically significant differences between the American and Hong Kong samples on all of the SSIS-RS-C Problem Behavior scale scores. It was concluded that the SSIS-RS-C is a promising instrument for clinicians to be able to differentiate social skills and problem behaviors among students presenting with and without developmental disabilities in Hong Kong contexts.

Original language	English
Pages (from-to)	187-197
Number of pages	11
Journal	Research in Developmental Disabilities
Volume	60
DOIs	https://doi.org/10.1016/j.ridd.2016.11.019
Publication status	Published - 1 Jan 2017

Keywords

Cross cultural
Problem behaviors
Reliability
Social competence
Social skills
Social skills rating scales (SSRS)
Validity

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology

More information

10.1016/j.ridd.2016.11.019

http://hdl.handle.net/10397/65838

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Cheung, P. P. P., Siu, M. H. A., & Brown, T. (2017). Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in Developmental Disabilities, 60, 187-197. https://doi.org/10.1016/j.ridd.2016.11.019

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abstract = "The objective of this study is to examine the preliminary reliability and validity of the translated Chinese version of the SSIS-RS, referred to as the SSIS-RS-C. In this study, parent-reported social skills and problem behaviors among students with typical development (n = 79) were compared with those of age- and gender-matched students with a known developmental disability (n = 79) using the SSIS-RS-C. The results indicated that the SSIS-RS-C subscale scores in all the disability groups were significantly different except for those in the Assertion scale for one disability group. Furthermore, the normative sample of typically developing children and adolescents (aged 5–12 and 13–18 years, n = 567) from Hong Kong was established to improve the psychometric properties of the SSIS-RS-C. There were moderate to strong relationships between the common subscales across all forms of the SSIS-RS-C. Acceptable to excellent levels of internal consistency across all common subscales was also obtained. The scores for the Hong Kong sample (n = 567) derived from the use of the SSIS-RS-C were then compared to the normative sample scores from the American version of the SSIS-RS. It was found that there were statistically significant differences on five out of the seven SSIS-RS-C Social Skill subscales for children aged 5–12 years and on four out of the seven SSIS-RS-C Social Skills subscales for the adolescent group (aged 13–18 years). Also, there were statistically significant differences between the American and Hong Kong samples on all of the SSIS-RS-C Problem Behavior scale scores. It was concluded that the SSIS-RS-C is a promising instrument for clinicians to be able to differentiate social skills and problem behaviors among students presenting with and without developmental disabilities in Hong Kong contexts.",

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Cheung, PPP, Siu, MHA & Brown, T 2017, 'Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C)', Research in Developmental Disabilities, vol. 60, pp. 187-197. https://doi.org/10.1016/j.ridd.2016.11.019

Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). / Cheung, Phoebe P.P.; Siu, Man Hong Andrew; Brown, Ted.

In: Research in Developmental Disabilities, Vol. 60, 01.01.2017, p. 187-197.

Research output: Journal article publication › Review article › Academic research › peer-review

TY - JOUR

T1 - Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C)

AU - Cheung, Phoebe P.P.

AU - Siu, Man Hong Andrew

AU - Brown, Ted

PY - 2017/1/1

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N2 - The objective of this study is to examine the preliminary reliability and validity of the translated Chinese version of the SSIS-RS, referred to as the SSIS-RS-C. In this study, parent-reported social skills and problem behaviors among students with typical development (n = 79) were compared with those of age- and gender-matched students with a known developmental disability (n = 79) using the SSIS-RS-C. The results indicated that the SSIS-RS-C subscale scores in all the disability groups were significantly different except for those in the Assertion scale for one disability group. Furthermore, the normative sample of typically developing children and adolescents (aged 5–12 and 13–18 years, n = 567) from Hong Kong was established to improve the psychometric properties of the SSIS-RS-C. There were moderate to strong relationships between the common subscales across all forms of the SSIS-RS-C. Acceptable to excellent levels of internal consistency across all common subscales was also obtained. The scores for the Hong Kong sample (n = 567) derived from the use of the SSIS-RS-C were then compared to the normative sample scores from the American version of the SSIS-RS. It was found that there were statistically significant differences on five out of the seven SSIS-RS-C Social Skill subscales for children aged 5–12 years and on four out of the seven SSIS-RS-C Social Skills subscales for the adolescent group (aged 13–18 years). Also, there were statistically significant differences between the American and Hong Kong samples on all of the SSIS-RS-C Problem Behavior scale scores. It was concluded that the SSIS-RS-C is a promising instrument for clinicians to be able to differentiate social skills and problem behaviors among students presenting with and without developmental disabilities in Hong Kong contexts.

AB - The objective of this study is to examine the preliminary reliability and validity of the translated Chinese version of the SSIS-RS, referred to as the SSIS-RS-C. In this study, parent-reported social skills and problem behaviors among students with typical development (n = 79) were compared with those of age- and gender-matched students with a known developmental disability (n = 79) using the SSIS-RS-C. The results indicated that the SSIS-RS-C subscale scores in all the disability groups were significantly different except for those in the Assertion scale for one disability group. Furthermore, the normative sample of typically developing children and adolescents (aged 5–12 and 13–18 years, n = 567) from Hong Kong was established to improve the psychometric properties of the SSIS-RS-C. There were moderate to strong relationships between the common subscales across all forms of the SSIS-RS-C. Acceptable to excellent levels of internal consistency across all common subscales was also obtained. The scores for the Hong Kong sample (n = 567) derived from the use of the SSIS-RS-C were then compared to the normative sample scores from the American version of the SSIS-RS. It was found that there were statistically significant differences on five out of the seven SSIS-RS-C Social Skill subscales for children aged 5–12 years and on four out of the seven SSIS-RS-C Social Skills subscales for the adolescent group (aged 13–18 years). Also, there were statistically significant differences between the American and Hong Kong samples on all of the SSIS-RS-C Problem Behavior scale scores. It was concluded that the SSIS-RS-C is a promising instrument for clinicians to be able to differentiate social skills and problem behaviors among students presenting with and without developmental disabilities in Hong Kong contexts.

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KW - Problem behaviors

KW - Reliability

KW - Social competence

KW - Social skills

KW - Social skills rating scales (SSRS)

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ER -

Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C)

Abstract

Keywords

ASJC Scopus subject areas

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