Social Skills Rating System (SSRS) – Children, Teacher, and Parent Version

Abstract

The Social Skills Rating System (SSRS) is a highly regarded, multi-rater assessment tool developed by Frank M. Gresham and Stephen N. Elliott in 1990. Designed to measure the frequency and importance of specific social skills and problem behaviors in children and adolescents, the SSRS collects data from multiple informants—including teachers, parents, and the student themselves. This comprehensive approach provides a nuanced understanding of an individual’s social functioning across diverse settings, making it invaluable for clinical assessment, intervention planning, and research in educational and psychological fields.

Keywords

Social skills, multi-rater assessment, behavioral assessment, children, adolescents, problem behaviors, academic competence, intervention planning.

Authors

Frank M. Gresham, Stephen N. Elliott

Purpose

The primary purpose of the SSRS is to systematically identify and quantify specific social behaviors and associated problem behaviors in school-age populations. By utilizing multiple perspectives (teacher, parent, and self-report), the scale aims to determine the extent and consistency of social skills deficits or strengths across different environments, such as home and school.

The SSRS is widely used for several applied objectives, including the assessment of severity of social skills problems, aiding in the development of targeted treatment or intervention plans (such as Individualized Education Programs or IEPs), and rigorously monitoring a student’s progress following therapeutic or educational interventions.

Construct

The SSRS is constructed to measure several distinct psychological domains crucial for effective social interaction. The primary focus is on social skills, which are broken down into specific subscales. The core constructs include:

• Cooperation: Behaviors demonstrating sharing, helping others, and following rules.
• Assertion: The ability to initiate interactions, respond appropriately to peer pressure, and express needs and feelings.
• Responsibility: Behaviors related to task completion and accountability (e.g., homework completion, keeping areas neat).
• Empathy: The capacity to understand and respond sensitively to the feelings of others.
• Self-control: The ability to manage emotional responses, particularly in conflict situations (e.g., controlling temper, accepting criticism).

In addition to these positive skill domains, the SSRS also measures Problem Behaviors (e.g., internalizing behaviors like anxiety, and externalizing behaviors like fighting) and includes an Academic Competence scale (Teacher form only) to contextualize social behavior within the student’s overall school functioning.

Validity

The SSRS has demonstrated strong evidence of construct validity. Studies confirm that the scales effectively measure the intended, distinct components of social functioning, such as the separation between Assertion and Cooperation factors. Furthermore, the scale exhibits sound discriminant validity, meaning it is successful in distinguishing between children with typical development and those who have been clinically identified as having social or behavioral challenges, such as learning disabilities or emotional disturbances.

Reliability

The SSRS possesses robust psychometric properties regarding consistency. The scale reports high scores for internal consistency (Cronbach’s alpha), confirming that the items within each domain reliably measure the same underlying construct. Furthermore, the measure exhibits strong test-retest reliability, indicating that scores obtained across different administrations remain stable over relevant periods. This stability is crucial for using the instrument to monitor long-term behavioral changes or the efficacy of interventions.

Factor Analysis

Factor analytic studies support the multi-factor structure proposed by Gresham and Elliott. These analyses typically confirm the clustering of items into the major social skill subscales (Cooperation, Assertion, Self-control). For the Problem Behavior scale, factor analysis often extracts distinct internalizing and externalizing factors. This empirical evidence supports the interpretation of the subscale scores as independent dimensions of social and behavioral functioning. International cultural adaptations, such as the Farsi version, have also generally confirmed the suitability of the factor structure for diverse populations.

Instrument

Test Type: Standardized, Norm-Referenced, Multi-rater assessment tool

Format: Paper-and-pencil or digital forms. Utilizing Likert-type scales, respondents rate behaviors based on frequency (How Often?) and importance (How Important?). Frequency is typically rated 0 (Never) to 2 (Very Often), and Importance is rated 0 (Not Important) to 2 or 3 (Critical).

Language Available: English (Original), Farsi, and other translations.

Population Group: Children and adolescents.

Age Group: Typically utilized across three levels: Preschool (ages 3–5), Elementary (K–6), and Secondary (7–12).

Population Details: The SSRS is normed on a large, representative sample of the U.S. population and is commonly used in general education, special education, and clinical settings to evaluate students with social-emotional deficits, autism, or behavioral challenges.

Test Methodology: The scale employs multiple informants (Child, Teacher, Parent versions) to ensure ecological validity by capturing behavior across settings. Raw scores are converted to standard scores and percentiles based on age and gender norms, with higher scores indicating better social skills.

Keywords

Psychometric properties, social emotional learning, assessment tool, educational psychology, intervention monitoring, empathy, self-control.

Authors

Author ORCID Identifier: N/A (Information not provided in source)

Affiliation Email addresses: N/A (Information not provided in source)

Correspondence Address: N/A (Information not provided in source)

Permissions & Fee and Test Year

The original manual for the SSRS was published in 1990 by American Guidance Service (AGS). The SSRS is a proprietary, copyrighted instrument. Researchers and clinicians must purchase the test materials and manuals from the current publisher (often Pearson Education or a related entity). Fees are associated with the purchase of scoring materials, manuals, and protocols.

Reference’s

• Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service.
• Gresham, F. M., Elliott, S. N., & Black, F. (1987). Teacher-rated social skills of mainstreamed mildly retarded and nonhandicapped children. School Psychology Review, 17, 78–88.
• Shahim S. Reliability of the social skills rating system in a group of Iranian children. Psychol Rep 2001; 89(3): 566-70.
• Eslami. Ahmad Ali, Mostafavi Mazaheri. Firoozeh, Amidi. Maryam, Abbasi. Mohamad Hadi, Noroozi. Ensieh. (2014) Farsi Version of Social Skills Rating System-Secondary Student Form: Cultural Adaptation, Reliability and Construct Validity. Iranian Journal Psychiatry Behavioral Sciences, 8(2): 97–104. The original PDF can be downloaded here: http://ijpbs.mazums.ac.ir/files/site1/user_files_ef0cde/p_mansoori-A-10-237-12-1dfcf95.pdf

An example of the original instrument PDF can be found here: http://overlake.virtual-space.net/SLP/SSRS_locked.pdf

Items of the Social skills rating system (SSRS) – Children‚ Teacher and Parent version

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

SSRS-C items

This paper lists a lot of things that students your age may do. Please read each sentence and think about yourself. Decide how often you do the behavior described.

If you never do this behavior‚ circle the O.

If you sometimes do this behavior‚ circle the 1.

If you very often do this behavior‚ circle the 2.

Then‚ decide how important the behavior is to your relationships with others.

If it is not important to your relationships‚ circle the O.

If it is important to your relationships‚ circle the 1.

If it is critical to your relationships‚ circle the 2.

How Often? 0=Never‚ 1=Sometimes‚ 2=Very Often

How Important? 0= Not Important‚ 1=Important‚ 3=Critical

1. I make friends easily

2. I say nice things to others when they have done something well

3. I ask adults for help when other children try to hit me or push me around

4. I am confident on dates.

5. I try to understand how my friends feel when they are angry‚ upset or sad

6. I listen to adults when they are talking to me

7. I ignore other children when they tease me or call me names

8. I ask friends for help with my problems

9. I ask before using other people’s things

10.I disagree with adults without fighting or arguing

11.I avoid doing things with others that may get me in trouble with adults

12.I feel sorry for others when bad things happen to them

13.I do my homework on time

14.I keep my desk clean and neat

15.I do nice things for my parents like helping with household chores without being asked

16.I am active in school activities such as sports or clubs.

17.I finish classroom work on time

18.I compromise with parents or teachers when we have disagreements.

19.I ignore classmates who are clowning around in class.

20.I ask someone I like for a date.

21.I listen to my friends when they talk about the problems they are ha‎ving.

22.I end fights with my parents calmly.

23.I give compliments to members of the opposite sex.

24.I tell other people when they have done something well.

25.I smile wave‚ or nod at others.

26.I start conversations with opposite-sex friends without feeling uneasy or nervous.

27.I accept punishment from adults without getting mad.

28.I let friends know I like them by telling or showing them

29.I stand up for my friends when they have been unfairly criticized.

30.I invite others to join in social activities.

31.I use my free time in a good way.

32.I control my temper when people are angry with me.

33.I get the attention of members of the opposite sex without feeling embarrassed.

34.I take criticism from my parents without getting angry.

35.I follow the teacher’s directions.

36.I use a nice tone of voice in classroom discussions

37.I ask friends to do favors for me.

38.I start talks with class members.

39.I talk things over with classmates when there is a problem or argument.

SSRS-T items

How Often? 0=Never‚ 1=Sometimes‚ 2=Very Often

How Important? 0= Not Important‚ 1=Important‚ 3=Critical

1. Produces correct schoolwork.

2. Keeps his or her work area clean without being reminded.

3. Responds appropriately to physical aggression from peers.

4. Initiates conversations with peers.

5. Volunteers to help peers on classroom tasks.

6. Politely refuses unreasonable requests from others.

7. Appropriately questions rules that may be unfair.

8. Responds appropriately to teasing by peers.

9. Accepts peers’ ideas for group activities.

10. Appropriately expresses feelings when wronged.

11. Receives criticism well.

12. Attends to your instructions.

13. Uses time appropriately while waiting for your help.

14. Introduces himself or herself to new people without being told to.

15. Compromises in conflict situations by changing own ideas to reach agreement.

16. Acknowledges compliments or praise from peers.

17. Easily makes transition from one classroom activity to another.

18. Controls temper in conflict situations with peers.

19. Finishes class assignments within time limits.

20. Listens to classmates when they present their work or ideas.

21. Appears confident in social interactions with opposite-sex peers.

22. Invites others to join in activities.

23. Controls temper in conflict situations with adults.

24. Ignores peer distractions when doing class work.

25. Stands up for peers when they have been unfairly criticized.

26. Puts work materilas or school property away.

27. Appropriately tells you when he or she thinks you have treated him or her unfairly.

28. Gives compliments to members of the opposite sex.

29. Complies with your directions.

30. Responds appropriately to peer pressure.

Problem Behaviors

31. Likes to be alone.

32. Fights with others.

33. Is easily embarrassed.

34 . Argues with others.

35. Threatens or bullies others.

36. Talks back to adults when corrected.

37. Has temper tantrums.

38. Appears lonely.

39. Gets angry easily.

40. Shows anxiety about being with a group of children.

41. Acts sad or depressed.

42. Has low self-esteem

Academic Competence

The next nine items require your judgments of this student’s academic or learning behaviors as observed in your classroom.

Compare the student with other children who are in the same classroom.

Rate all items using a scale of 1 to 5. Circle the number that best represents your judgment. The number 1 indicates the lowest or least favorable performance‚ placing the student in the lowest 10% of the class. Number 5 indicates the highest or most favorable performance‚ placing the student in the highest 10% compared with other students in the classroom.

1=Lowest10%‚ 2=Next Lowest20%‚ 3=Middle40%‚ 4=Next Highest20%‚ 5=Highest ONLY10%

43. Compared with other children in my classroom‚ the overall academic performance of this child is:

44. In reading‚ how does this child compare with other students?

45. In mathematics‚ how does this child compare with other students?

46. In terms of grade-level expectations‚ this child’s skills in reading are:

47. In terms of grade-level expectations‚ this child’s skills in mathematics are:

48. This child’s overall motivation to succeed academically is:

49. This child’s parental encouragement to succeed academically is:

50. Compared with other children in my classroom this child’s Intellectual functioning is:

51. Compared with other children in my classroom this child’s overall classroom behavior is:

SSRS-P items

read each items 1-52 and think about your child’s present behavior. Decide how often your child does the behavior described.

If your child never does this behavior‚ circle the O.

If your child sometimes does this behavior‚ circle the 1.

If your child very often does this behavior‚ circle the 2.

For items 1-40‚ you should also rate how Important each of these behaviors is for your child’s development.

If it is not Important for your child’s development‚ circle the O.

If it is Important for your child’s development‚ circle the 1.

If it is critical for your child’s development‚ circle the 2.

How Often? 0=Never‚ 1=Sometimes‚ 2=Very Often

How Important? 0= Not Important‚ 1=Important‚ 3=Critical

1. Starts conversations rather than waiting for others to talk first.

2. Helps you with household tasks without being told.

3. Attempts household tasks before asking for your help.

4. Participates in organized activities such as sports or clubs.

5. Politely refuses unreasonable requests from others.

6. Introduces himself or herself to new people without being told.

7. Uses free time at home in an acceptable way.

8. Says nice things about himself or herself when appropriate.

9. Responds appropriately to teasing from friends or relatives of his or her own age.

10. Responds appropriately when hit or pushed by other children.

11. Volunteers to help family members with tasks.

12. Invites others to your home.

13. Avoids situations that are likely to result in trouble.

14. Makes friends easily.

15. Keeps room clean and neat without being reminded.

16. Completes household tasks within a reasonable time.

17. Shows concern for friends and relatives of his or her own age.

18. Controls temper in conflict situations with you.

19. Ends disagreements with you calmly.

20. Speaks in an appropriate tone of voice at home.

21. Acknowledges compliments or praise from friends.

22. Controls temper when arguing with other children.

23. Appropriately expresses feelings when wronged.

24. Follows rules when playing games with others.

25. Attends to your instructions.

26. Joins group activities without being told to.

27. Compromises in conflict situations by changing own ideas to reach agreement.

28. Puts away belongings or other household property.

29. Waits turn in games or other activities.

30. Uses time appropriately while waiting for your help with homework or some other task.

31. Receives criticism well.

32. Informs you before going out with friends.

33. Follows household rules.

34. Is self-confident in social situations such as parties or group outings.

35. Shows interest in a variety of things.

36. Reports accidents to appropriate persons.

37. Is liked by others.

38. Answers the phone appropriately.

39. Asks sales clerks for information or assistance.

40. Appears self-confident in social interactions with opposite-sex friends.

Problem Behaviors

How Often? 0=Never‚ 1=Sometimes‚ 2=Very Often

41 . Likes to be alone.

42. Fights with others.

43. Is easily embarrassed.

44. Argues with others.

45. Threatens or bullies others.

46. Talks back to adults when corrected.

47. Has temper tantrums.

48. Appears lonely.

49. Gets angry easily.

50. Shows anxiety about being with a group of children.

51. Acts sad or depressed.

52. Has low self-esteem.

‘‘Cooperation’’‚ ‘‘Assertion’’ and ‘‘Self-control”