Academic journal article Journal for Educational Research Online

Social Emotional Assets and Resilience Scales: Development of a Strength-Based Short-Form Behavior Rating Scale System

Academic journal article Journal for Educational Research Online

Social Emotional Assets and Resilience Scales: Development of a Strength-Based Short-Form Behavior Rating Scale System

Article excerpt

Abstract

The purpose of this brief research report is to describe the development of the short form version of a new strength-based behavior rating scale system, the Social-Emotional Assets and Resilience Scales (SEARS; Merrell, 2011). The SEARS is a multi-informant, strength-based, social-emotional assessment system that assesses positive social-emotional attributes of children and adolescents. The results indicate that the SEARS short forms are highly correlated with the SEARS long forms. Additionally, the overall strong correlations between the SEARS short forms and other strength-based measures provide convergent evidence that the SEARS short forms measure a relatively similar construct of social-emotional ability as other strength-based, nationally standardized behavior rating scales. The SEARS system has potential to be used within a multi-tiered prevention and intervention framework; however, additional research is necessary to support its use for screening and progress monitoring-related decisions. Limitations, potential implications, and future research directions of strength-based assessment for progressing monitoring and screening are discussed.

Keywords

Social-emotional; Assessment; Strength-based; Behavior

Social Emotional Assets and Resilience Scales: Entwicklung einer stärkenorientierten Kurzform eines Skalensystems zur Verhaltenseinschätzung

Zusammenfassung

Dieser Forschungsartikel hat das Anliegen, die Entwicklung der Kurzform eines stärkenorientierten Skalensystems zur Verhaltenseinschätzung, den SocialEmotional Assets and Resilience Scales (SEARS; Merrell, 2011), konzise vorzustellen. SEARS ist ein stärkenorientiertes Bewertungssystem auf Multi-InformantenBasis zur Einschätzung positiver sozioemotionaler Eigenschafien von Kindern und Jugendlichen. Die hier vorgestellten Ergebnisse weisen auf einen engen Zusammenhang zwischen der Kurz- und der Langfassung von SEARS hin. Darüber hinaus liefern die insgesamt hohen Korrelationen zwischen der SEARSKurzform und anderen stärkenorientierten Maßen übereinstimmend Evidenz dafür, dass die SEARS-Kurzform ein relativ ähnliches Konstrukt sozioemotionaler Fähigkeiten misst wie andere stärkenorientierte, national standardisierte Ratingskalen. SEARS bietet das Potenzial, in einem mehrstufigen Rahmenkonzept von Prävention und Intervention eingesetzt zu werden; weitere Forschung ist jedoch notwendig, um den Nutzen dieses Skalensystems für Screeningzwecke und auf Entwicklungsbeobachtungen basierende Entscheidungen herauszustellen. In der abschließenden Diskussion werden Grenzen, potenzielle Implikationen und zukünftige Richtungen stärkenorientierter Erhebungen für Entwicklungsbeobachtungen und Screenings diskutiert.

Schlagworte

Sozioemotional; Bewertung; Stärkenorientiert; Verhalten

1. Introduction

Educational service delivery models in the United States have gradually started to shift toward a problem-solving approach within a multi-tiered prevention and intervention framework, also frequently referred to as a response to intervention framework (LeBuffe, Shapiro, & Naglieri, 2009). These models are developed to more efficiently and accurately identify those students in need of services for the purpose of providing effective academic, social, behavioral, and emotional interventions to all students (Merrell, Ervin, & Gimpel, 2006; Tilly, 2008). There is mounting support for this intervention-focused framework, aimed at the early-identification of students in need of supports and that ensure improvement through frequent progress monitoring in social and emotional functioning once interventions are implemented (Tilly, 2008). If schools are expected to implement this type of service delivery model, however, they will need access to technically adequate, usable, and feasible data (Chafouleus, Volpe, Gresham, & Cook, 2010). Progress monitoring can be defined as a systematic, scientific process that examines and evaluates students' progress in academic or behavioral performance, as well as evaluates the effectiveness of instruction. …

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