Social skills rating system (SSRS)

Abstract

The Social Skills Rating System (SSRS) is a widely utilized multi-rater measure designed for the comprehensive psychological assessment of children’s and adolescents’ social functioning. Developed by Gresham and Elliot (1990), the SSRS provides quantitative data across three primary domains: Social Skills, Problem Behaviors, and Academic Competence. The instrument includes parallel forms for children (Self-Report, SSRS-C), teachers (SSRS-T), and parents (SSRS-P), allowing for an ecological evaluation of behavior across different settings (home, school, and peer group). This system is instrumental in identifying students who may require intervention in social or behavioral areas, and for monitoring the effectiveness of such interventions.

Keywords

Social skills rating system (SSRS), Social skills, Behavioral assessment, Child psychology, Academic competence, Problem behaviors, Multi-rater assessment, Gresham and Elliot.

Authors

Frank M. Gresham, Stephen N. Elliot

Purpose

The primary purpose of the SSRS is to identify and quantify the frequency and importance of specific behaviors related to a child’s social functioning and academic success. By utilizing multiple informants (child, parent, and teacher), the scale addresses the inherent subjectivity and situational specificity often found in behavioral ratings, providing a more holistic and ecologically valid view of the student’s behavior.

The scale serves several critical functions in educational and clinical settings. First, it aids in the screening and identification of students who exhibit significant deficits in social skills or elevated levels of problematic behavior. Second, the SSRS assists in the development of individualized educational programs (IEPs) or intervention strategies by highlighting specific areas of strength and weakness. Third, the inclusion of an “Importance” dimension in the rating process helps clinicians prioritize intervention targets based on the perceived necessity of the behavior for successful social interactions and development.

Construct

The SSRS measures three major constructs, which are broken down into specific subscales depending on the form (C, T, or P):

• Social Skills: This dimension assesses behaviors that facilitate positive social interactions and relationships. Key sub-factors identified within the SSRS Social Skills domain typically include: Cooperation (e.g., sharing, helping others, following rules); Assertion (e.g., initiating conversation, responding to peer pressure, expressing feelings); and Self-control (e.g., responding appropriately to conflict or teasing, controlling temper).

• Problem Behaviors: This dimension measures behaviors that interfere with social functioning and development, often indicative of clinical concerns. Items often cluster into internalizing behaviors (e.g., anxiety, depression, loneliness) and externalizing behaviors (e.g., fighting, arguing, temper tantrums, bullying).

• Academic Competence (Teacher Form Only): This unique dimension assesses the student’s academic and learning behaviors relative to their classroom peers, providing a context for understanding how social and behavioral issues may impact academic performance (e.g., motivation, intellectual functioning, reading/math skills).

Validity

The SSRS has demonstrated robust evidence supporting its validity across numerous studies. The original standardization and subsequent research support its content, criterion-related, and construct validity. For instance, studies have shown that the SSRS scores correlate significantly with other established measures of social behavior and peer acceptance.

Cross-cultural validation studies, such as the adaptation of the Farsi version for secondary students (Eslami et al., 2014), confirmed the relevance of the three-factor structure (Social Skills, Problem Behaviors, and Academic Competence) within a non-Western context, indicating strong construct validity across different populations. The Farsi version study specifically focused on cultural adaptation, reliability, and construct validity for the secondary student form.

Reliability

The internal consistency and test-retest reliability of the SSRS are generally high across its various scales and age levels. The consistency of scores across different raters (parent, teacher, and child) is often examined to assess inter-rater agreement, which is crucial for a multi-informant system.

Specific research has confirmed the reliability of the instrument in diverse groups. For example, a study by Shahim (2001) investigated the reliability of the SSRS in a group of Iranian children, suggesting the instrument maintains its psychometric integrity when translated and applied to specific clinical and cultural groups. High internal consistency (alpha coefficients) is typically reported for the major subscales (Social Skills and Problem Behaviors) across all versions.

Factor Analysis

Factor analytic studies conducted during the development and subsequent validation of the SSRS support the distinct multidimensional structure of the scale. The Social Skills domain is typically shown to comprise three major factors, which represent distinct facets of social behavior:

• Cooperation: Reflecting behaviors related to compliance, helping, and following established rules.

• Assertion: Involving the ability to initiate social interactions, respond to peer pressure, and express feelings appropriately.

• Self-control: Measuring the ability to manage emotions and behaviors, especially in conflict situations (e.g., controlling temper, responding to criticism).

These factors ensure that the SSRS does not measure social competence as a unitary trait but rather as a complex set of behaviors amenable to targeted intervention.

Instrument

Test Type: Standardized behavioral rating scale and self-report measure.

Format: Multi-informant questionnaire with Likert-type scales (Frequency and Importance ratings).

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

Population Group: Children and adolescents.

Age Group: Typically spans from preschool through secondary school (approximately ages 3 to 18).

Population Details: Used in both general education and special education settings, as well as clinical populations to assess social skill deficits and problem behaviors.

Test Methodology: Raters (child, parent, teacher) rate the frequency of specific behaviors (0=Never, 1=Sometimes, 2=Very Often) and the importance of those behaviors for successful development (0=Not Important, 1=Important, 3=Critical). The Teacher Form also includes a section on Academic Competence rated on a comparative 5-point scale.

Keywords

Cooperation, Assertion, Self-control, Gresham, Elliot, Psychometrics, Behavioral intervention, Screening, Multi-informant.

Authors

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

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

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

Permissions & Fee and Test Year

The SSRS was originally published in 1990 by American Guidance Service (AGS). Permissions and purchasing information, including associated fees, must be obtained directly from the current publisher or distributor of the instrument.

The original PDF for the instrument can be downloaded here: http://overlake.virtual-space.net/SLP/SSRS_locked.pdf

A PDF related to the Farsi version study can be accessed here: http://ijpbs.mazums.ac.ir/files/site1/user_files_ef0cde/p_mansoori-A-10-237-12-1dfcf95.pdf

Reference’s

• Gresham‚ F. M.‚ & Elliot‚ S. N. (1990). Social skills rating system manual. Circle Pines‚ MN: American Guidance Service.

• Gresham‚ F. M.‚ Elliot‚ S. N.‚ & Black‚ F. (1987). Teacher-rated social skills of mainstreamed mildly retarded and non-handicapped 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.

Items of the Social skills rating system (SSRS)

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.