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.