Teacher Ratings of Student Social Behavior as a Predictor of Special Education Status: Discriminant Validity of the School Social Behavior Scales

Abstract

In this study 58 learning-disabled (LD), 48 mentally retarded (MR), 55 emotional-behavioral disordered (EBD), and 58 regular education (RE) students in grades one through six were compared on levels of social skills and problem social behaviors. Subjects were teacher-rated on the School Social Behavior Scales (SSBS; Merrell, 1993a). LD and MR groups had similar levels of adjustment, which were significantly poorer than the RE group, but significantly better than the EBD group. SSBS scores were found to predict overall group membership patterns to a significant extent and were most effective at predicting group membership of RE and EBD subjects, but less effective at predicting group membership of LD and MR subjects. Findings highlight the importance of positive and negative social functioning as discriminating variables and lend support to the discriminant validity of the SSBS and its use as a research, screening, and assessment tool.