School Social Behavior Scales: an adaptation study of the Portuguese version of the Social Competence Scale from SSBS-2.

Faculdade da Psicologia, Universidade de Lisboa, Alameda da Universidade, 1949-013 Lisboa, Portugal.
The Spanish Journal of Psychology (Impact Factor: 0.74). 11/2012; 15(3):1473-84. DOI: 10.5209/rev_SJOP.2012.v15.n3.39431
Source: PubMed

ABSTRACT This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions.

  • [Show abstract] [Hide abstract]
    ABSTRACT: This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status.
    Psychology in the Schools 02/2013; 50(2). · 0.72 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The assessment of preschoolers’ social skills represents a topic of growing importance in research recently developed in the field. The purpose of this article is to present confirmatory factor analyses studies for the Social Skills scale of the Preschool and Kindergarten Behavior Scales – Second Edition (PKBS-2), a behavior rating scale that evaluates social skills and problem behaviors, adapted and validated for Portuguese preschool children. The 34 items of the Social Skills scale, distributed on three subscales (Social Cooperation/Adjustment, Social Interaction/Empathy and Social Independence/ Assertiveness), were grouped into item-parcels. Model adjustment was analyzed for the total sample (N = 2000) and the analyses were replicated for the subsamples collected in the home (n = 1000) and school settings (n = 1000). The factor structure was very stable for the three samples, with high internal consistency levels and correlations between parcels/scales. The results highlight the utility/validity of the Social Skills scale of the PKBS-2 (Portuguese version).
    Paidéia (Ribeirão Preto) 09/2014; 24(58):145-153.


Available from
May 31, 2014