Abstract
This study examined J. L. Matson's (1990) assertion that the Teacher Version of the Matson Evaluation of Social Skills with Youngsters (MESSY) can also be used with parents. Parents and teachers of 179 children completed the MESSY. Parent- and teacher-completed MESSYs were compared on factor structure, score convergence, and relationship to conceptually relevant cognitive and behavioral variables. Additionally, the factor structure and correlates of the parent-teacher composite scores were examined. Results suggested that the parent-reported MESSY does not show a particularly stable factor structure and is not highly related to teacher reports. However, the composite score, which integrated parent and teacher reports, may be a reasonable means of involving parents in reports of children's social skills.
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