Maximizing measurement efficiency of behavior rating scales using Item Response Theory: An example with the Social Skills Improvement System — Teacher Rating Scale

Abstract

Measurement efficiency is an important consideration when developing behavior rating scales for use in research and practice. Although most published scales have been developed within a Classical Test Theory (CTT) framework, Item Response Theory (IRT) offers several advantages for developing scales that maximize measurement efficiency. The current study provides an example of using IRT to maximize rating scale efficiency with the Social Skills Improvement System — Teacher Rating Scale (SSIS — TRS), a measure of student social skills frequently used in practice and research. Based on IRT analyses, 27 items from the Social Skills subscales and 14 items from the Problem Behavior subscales of the SSIS — TRS were identified as maximally efficient. In addition to maintaining similar content coverage to the published version, these sets of maximally efficient items demonstrated similar psychometric properties to the published SSIS — TRS.