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

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    Author
    Levinson, Tami S.
    Issue Date
    2004
    Keywords
    Education, Tests and Measurements.
    Education, Special.
    Advisor
    Erin, Jane N.
    
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    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)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education, Rehabilitation, and School Psychology
    Degree Grantor
    University of Arizona
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