Social skills assessment - ProjectAtlas [PDF]

Assessing work-related social skills: Existing approaches and instruments

Jonathan Perry & David Felce Welsh Centre for Learning Disabilities Cardiff University

The importance of social relations and social competence to human beings According to Myers & Diener (1995), happiness is related to “knowing a person’s traits, whether the person enjoys a supportive network of close relationships, whether the person’s culture offers positive interpretation for most daily events, whether the person is engaged in work and leisure, and whether the person has faith which entails social support, purpose and hope” (p. 17). Social relationships and work are important elements in this quotation. Social relationships have been found to mediate stress and be positively associated with quality of life (House, 1981; Hughes et al., 1995; Schalock, 2000). For adults, working is clearly important in its own right, but it also contributes to social connectedness. Work settings are the second most important context for social relationships after the family home (Stewart, 1985). Moreover, social relationships are important to working. Studies conducted to find out why people with disabilities lose their jobs have shown that social factors are as important as any inability to carry out the tasks of the job (Ford et al., 1984; Greenspan & Shoultz, 1981; Hanley-Maxwell et al., 1986; Wehman et al., 1982; 1987). Therefore, there are life enhancement opportunities and job maintenance necessities to establishing social competence in the workplace among people with intellectual disabilities. Social competence Greenspan and Granfield (1992) set out a model of general competence which contains two components: instrumental and social competence. Both subdivisions contain intellectual and non-intellectual components. The intellectual component of social competence is reflected in two constructs: practical intelligence and social intelligence. Practical intelligence refers to activities of daily living typically measured by adaptive 1

behaviour checklists. Social intelligence refers "to a person's ability to understand and to deal effectively with social and interpersonal objects and events. Included in this construct are such variables as role-taking, empathic judgement, person perception, moral judgement, referential communication, and interpersonal tactics" (Greenspan, 1979 p. 483). Such a construct can be further divided into: awareness (e.g., perspective-taking, person perception, social inference, social comprehension) and skill (e.g., referential communication, problem solving). The non-intellectual component of social competence contains personality dimensions: temperament and character. Temperament may be thought of as an inherited trait, whereas character may be considered susceptible to environmental and/or self control. Together, these personality aspects of social competence are closely related to the maladaptive or aberrant behaviour sections of most widely available adaptive behaviour rating scales. In similar vein, Haccou (2004) recognises that competence is a broader, more situation specific construct than skill. In general, competence is a person's ability to perform a certain task in a certain context at a certain moment. However, that performance is defined not only by the person's skill (i.e., the ability to emit the behaviour) but also by their attitude (personal traits and motivation), underlying knowledge (information) and experience. Such a view is supported by definitions of ‘occupational’ competence as "being able to perform 'whole' work roles , to the standards expected in employment, in real working environments" (Reid et al., 1992, p.236) … "… as opposed to mastery or excellence, it is the necessary skills, knowledge, attitudes and experience required in order to perform an occupational role to a satisfactory standard". Social competence in the workplace would, therefore, refer to the satisfactory performance of the social aspects of being a worker. These might be categorised as work-related, that is directly related to doing the job (e.g., following directions, requesting assistance, sharing work information, responding to managerial feedback ) or non-work-related, that is social behaviours unrelated to job duties but important for establishing relationships (e.g., teasing, joking, sharing information about interests, confiding, eliciting confidences).

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Measuring social competence or social skills The complexity in the conceptualisation of social competence set out above raises a number of difficulties for assessment. Greenspan and Granfield (1992) recognise that there are significant obstacles to measuring social intelligence. McGrew et al. (1996) state that "although there have been efforts to operationalize the measurement of the social intelligence construct, none to date has produced a practically useful assessment tool similar in psychometric stature to the current collection of standardized measures of intelligence and adaptive behavior" (p. 543). It is clear from a variety of behavioural checklists or scales (see below) that the assessment of social skills has been undertaken more successfully and that such assessments have to some extent been a substitute for the assessment of social competence. Schumaker and Hazel (1984) define a social skill as "any cognitive function or overt behavior in which an individual engages while interacting with another person" (p. 422). Cognitive functions include such capacities as empathy or understanding other people's feelings, discriminating and making inferences about social cues, and predicting and evaluating the consequences of social behaviour. Overt behaviours include the nonverbal (e.g., eye contact, facial expression) and verbal (e.g., speech) components of social expression. Citing Libet and Lewinsohn (1973) and Trower et al. (1978), they go on to define social competence as involving "an individual's generative use of a variety of cognitive and overt social skills that leads to positive consequences for him/her and those interacting with him/her" (p. 422). Social competence is therefore seen as a composite of four sets of skills: (a) discriminating situations in which social behaviour is appropriate (e.g., determining whether someone is ready or too busy to talk), (b) choosing appropriate verbal and non-verbal social skills (e.g., to fit the age, gender, or authority of the other person), (c) performing these social skills fluently (e.g., according to current social mores), and (d) accurately perceiving the other person's verbal and non-verbal cues and adjusting to this feedback (e.g., stopping talking when the other person has tried to speak). Possession of social skills may be a necessary condition, but fluent performance of social skills is based not only on proficiency but also on motivation to use such skills, which in turn is an issue of social understanding and of valuing the positive consequences which successful social exchanges bring. 3

Moreover, the emphasis on satisfactory performance in the definitions of occupational competence above suggests that competence may be a relative rather than an absolute state (e.g., while generally behaving in a socially appropriate manner may be important, it may not always be necessary to behave correctly; as there may be a certain tolerance of inconsistency or of differences between individuals, such as relative shyness, boisterousness etc.). In addition, judgements of competence may be holistic rather than based on discrete elements (i.e., although a person may lack certain desirable skills, strengths in other areas may compensate for the deficits so as to allow the person to be seen overall as a sufficiently proficient worker). Therefore, although ratings of social skills may be a guide to social competence, ideal proficiency may overestimate actual environmental requirements. Competence may also be situation specific (i.e., a person's ability to follow an instruction may be adequate in a situation where instructions are simple and to be acted on immediately, as in a flow of requests such as "pass me the hammer", "pass me a nail", "hold that end" etc. but not if they are more complex, require to be remembered and require reaction to a changing situation, as in the following: "check the pizza after 5 minutes, if the crust is golden brown, take it out; if not leave it for another minute and check again"). In such cases, while highly developed social competence which is portable from one setting to another may be a long-term instructional objective, more limited social competence matched to the specific setting may be an adequate short-term goal. Generalised social competence should not be inferred from such a restricted definition, but on the other hand, it may not be a necessary developmental target. Where the severity of intellectual disabilities or other disability (e.g., autism) makes generalised social competence an unrealistic objective, it is important to restrict teaching to the particular requirements of the setting (and to follow a 'place and train' supported employment model rather than a 'train and place' vocational readiness model). In the absence of any adequate measure of social intelligence, the assessment of social competence necessarily relies on the assessment of the possession of social skills, despite the limitations of this approach. This could be complemented by the assessment of: (a) maladaptive behaviour, in order to gain information relevant to motivation, temperament or character, and (b) the appropriateness and adequacy of social behaviour 4

in situ. However, in what is to follow, it must be remembered that researchers have repeatedly emhasised that most assessment items in social skills inventories have been selected for their face validity only. No-one has identified specific social skills that are critical for social competence, which could therefore be seen as key teaching priorities. The use of such assessment items as a guide to the selection of teaching targets in social skills training is similarly limited. With this kept very much in mind, we can proceed to the remit for this report, which was to review assessments of ‘vocational’ social skills. Approaches to assessment Schumaker & Hazel (1984) provide a typology of assessment approaches with a general discussion of the advantages and disadvantages of each type. They set a number of criteria for ideal measurement of social skills functioning. An assessment must measure whether or not skills are present in the person’s repertoire (overt and cognitive behaviours), the quality of behavioural performance (sequences, timing, contexts, content), the person’s physical appearance, and the use of skills in situations of interest and the consequences of those behaviours. Overall, it is important to distinguish between performance deficits and skill deficits. Moreover, in order to be psychometrically acceptable, assessment devices must be reliable and valid, sensitive to changes in the person, non-reactive, and capable of yielding diagnostic information specific to the skills that should be taught. In addition, they must be quick and easy to use and not require additional resources. Four general approaches to social skills assessment are reviewed: Observation and Coding of Behaviour. Social interactions of the person of interest are defined in terms of a series of observational codes. The occurrence of these coded behaviours is then observed and recorded to yield data on the frequency and/or duration of their occurrence. Advantages: (a) when used in natural contexts it reflects the behaviours a person would typically exhibit, (b) it can be reliable if efforts are made to train the observers and to carry out adequate inter-observer reliability checks, (c) it can be used repeatedly in natural environments to evaluate change.

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Disadvantages: (a) general measures of the frequency or duration of social interaction do not have social validity or long-term predictive validity so specific behaviours to be observed within interactions should be defined and coded separately, adding to practical complexity, (b) the quality of behaviours is difficult to distinguish and therefore rarely coded, (c) normative cut-off levels with regard to performance of social skills have not been determined for identifying individuals who need training, (d) the method is time-consuming and difficult, (e) opportunities for the use of social skills of interest cannot be guaranteed during scheduled observation sessions. Observational checklists. Behaviours of interest which could occur in a specific kind of interaction are listed. After watching an interaction, which could be in a role-playing situation, naturally occurring situation, or a contrived situation within the natural milieu, the rater indicates how well each behaviour was performed. Role-play is quick and easy to do, but may not accurately reflect behaviours that occur in natural situations. Observation in natural situations is optimal but behaviours might not occur or might be inhibited by the observer’s presence. Contrived situations programmed to occur without the advance knowledge of the target person can be a good compromise. Advantages: (a) the approach can be easy to use - little time is required to train individuals to use checklists reliably or to record all behaviours in an interaction, (b) it can allow the recording of overt verbal and non-verbal behaviours, the circumstances surrounding the interaction, and the consequences of the behaviour, (c) sequences and timing of behaviours can be recorded, enabling pinpointing of specific behaviours to be taught, (d) it is more possible to specify and record quality levels within responses, (e) it can be non-reactive and used repeatedly. Disadvantages: (a) normative cut-off points have not been identified for identifying social skill training needs, (b) behaviours not represented on the checklist are not recorded. Sociometric Assessment. This refers to the practice of determining how well-liked or socially accepted individuals are. A measure might be devised comprising a

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series of items representing a range of social relationship attributes each assessed via a Likert-type or visual analogue scale. In a work setting, for example, the workforce in a particular area might be asked to rate colleagues. The ratings are averaged to obtain a measure of social acceptance. Advantages: (a) the measure addresses the ultimate outcome precisely, that is, the feelings of the specific peer group in a particular setting about an individual’s social competence (a form of social validity), (b) the approach has been shown to have good predictive validity and to be sensitive to changes in social behaviour, (c) it has acceptable test-retest reliability, (d) it has been found to demonstrate concurrent validity with behavioural measures, (e) normative data can be obtained, (f) administration is quick and easy. Disadvantages: (a) may be insensitive to change in situations where friendships, likes and dislikes have become more stable, (b) results provide no diagnostic information about which social skills to teach, (c) measures cannot be used too often because they are reactive, (d) arguably, any use of ‘negative nomination’ (i.e., to identify individuals who are socially less acceptable or liked) might encourage the rejection of people with disabilities or other differences. Behavioural rating scales. These list several behaviours or descriptive items and the respondent (person themselves or significant other) indicates whether the skill is present in the person's repertoire or how well the behaviour is ‘emitted’. Advantages: (a) quick and easy, (b) may indicate deficits from which targets can be chosen for intervention, (c) normative data can be collected and criterion cutoff points identified. Disadvantages: (a) responses to items tend to be global indicators of a person’s abilities; correlations with behavioural observations are not necessarily high (i.e., may be an inaccurate representation of actual behaviour in a specific setting); performance deficits as opposed to skill deficits may be obscured.

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Schumaker & Hazel (1984) conclude, as others have done since that time, that none of the measurement types is ideal. Use of a combination of measurement approaches is, therefore, advocated. For example, one type of instrument might be used as a global screening device to identify social status and another to pinpoint particular performance problems requiring intervention. Preferably, assessments should be based on relevant situations in the natural environment (i.e., in this case, settings in the workplace where the person of interest needs to behave in a socially acceptable or sufficiently positive way). Method of identifying published social skills assessments A search of the published literature on social skills assessments was undertaken (NB THIS USED ENGLISH LANGUAGE DATABASES AND KEY WORDS ATLAS WILL ALSO IDENTIFY EUROPEAN NON-ENGLISH LANGUAGE ASSESSMENTS. WA ALREADY IDENTIFIED SOME SOUCES, BUT WE THINK THAT MORE WILL BE EXPECTED). This was supplemented by asking leading academics from a range of English and non-English speaking countries who are knowledgeable about vocational or other training of people with intellectual disabilities to provide references to social skills assessments known to them (see Appendix 1 for those who were contacted). Directly field-testing assessment instruments was not part of this stage of the project. The remainder of this report summarises the literature identified by the search procedure described below. As such, it is based on the work of others who have discussed and field-tested measures, as opposed to direct experience of the measures by the current authors. A number of online databases at the University of Wales College of Medicine (now part of Cardiff University) were interrogated to search for relevant literature. These included: Psychinfo, which lists abstracts for the professional and academic literature in psychology and related disciplines (psychiatry, education, linguistics, neurosciences, etc.), and Medline, which lists abstracts in biomedicine, allied health, biological and physical sciences, humanities and information science as they relate to medicine and health care. The literature search was restricted to material published since 1980. Searches were undertaken using various combinations of the following terms: social,

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interpersonal, skills, competence, assessments, measures, instruments, learning disabilities, intellectual disabilities, mental retardation, workplace, work, vocational. In addition, journals which might not have been included in the online databases, but which were likely to include literature on behavioural training, vocational training or intellectual disability (e.g., Journal of Applied Behavior Analysis, Research in Developmental Disabilities, American Journal on Mental Retardation, European Journal of Special Education, British Journal of Special Education) were searched manually. Annotated directory of assessment instruments The following is a list of assessment instruments together with the names of authors, a brief description, and, where available, details of psychometric properties and user-friendliness.

Measures are grouped according to whether they are specifically

measures of social skills or more generically of adaptive behaviour, whether vocationally oriented or not, and by age group (see Table 1 for a descriptive summary of the characteristics of each measure). The majority of instruments were designed for use with children, and do not relate specifically to vocational social skills. The dearth of employment-related social skills assessments in comparison with strategies for teaching social skills is something which (Meyer et al., 1990, p. 57) commented on: "Despite the increased quantity and sophistication of efforts to teach social skills, two issues remain unresolved. On the one hand, no overall conceptualization of social competence exists to guide researchers or practitioners. On the other hand, no one has identified specific social skills that are critical for social competence and which might be considered intervention priorities". According to the comments of the experts in the field who were approached in the course of the current project this statement appears to be a fairly accurate reflection of the current situation. The measures identified are first listed below and then described one by one. Their characteristics are summarised in Table 1, which also includes contact details of publishers or distributors. 1.

General behavioural rating scales which include a section on social skills 9

Adaptive Behavior Scales (ABS) Vineland Adaptive Behavior Scales (VABS) The Inventory for Client and Agency Planning (ICAP) Responsibility and Independence Scale for Adolescents (RISA) 2.

Social skills assessments

(a) Adults Matson Evaluation of Social Skills in Individuals with Severe Retardation (MESSIER) Scale for the Evaluation of Social Abilities (VAS) Assessment of social competence for children and young adults with developmental disabilities (ASC) Social Performance Survey Schedule-Revised (SPSS-R) (b) Children & adolescents Matson Evaluation of Social Skills with Youngsters (MESSY) School Social Behavior Scales (SSBS-2) Home & Community Social Behavior Scales (HCSBS) Social Skills Rating System (SSRS) Waksman Social Skills Rating Scale (WSSRS) Walker-McConnell Scale of Social Competence and School Adjustment (WSSCSA) The School Social Skills Rating Scale (SSSRS) Social Behavior Assessment Inventory (SBAI) 3.

Vocational assessment scales which include a section on social skills

Vocational Assessment and Curriculum Guide (VACG) Transition Behavior Scales (2nd ed.) (TBS) Transition Planning Inventory (TPI) Occupational Skills Assessment Instrument (OSAI) 4.

Dedicated vocational social skills assessments

Social Competence in the Workplace – experimental version (SCW)

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Table 1 Acronym

Social Skills Rating Scales Date

(see key below)

Target group

Focus

Age range

dedicated social skills

dedicated vocational

general adaptive behaviour

ID

gen eric

Psychometrics

Administration selfcompletion

professional

others

time (mins)

training

software

ABS

1993

x

x

√

√

x

3-80

√

x

√

x

30-45

√

√

VABS

1984

x

x

√

√

x

all

√

x

√

x

20-90

√

√

ICAP

1986

x

x

√

√

x

all

√

x

√

√

15

x

x

RISA

1990

x

x

√

x

√

12-20

√

x

√

√

30-45

x

x

MESSIER

1995

√

x

x

√

x

?

√

x

√

√

?

√

x

VAS

?

√

x

x

x

√

?

√

x

√

√

?

x

x

ASC

1985

√

x

x

x

√

all

√

x

√

√

45

√

x

SPSS-R

1983

√

x

x

√

x

adults

x

x

√

√

?

x

x

MESSY

1983

√

x

x

x

√

children

√

√

√

√

15

x

x

SSBS

2002

√

x

x

x

√

5-18

√

x

√

x

5-10

x

x

HCSBS

2002

√

x

x

x

√

5-18

√

x

√

√

5-10

x

x

SSRS

1990

√

x

x

x

√

3-18

√

√

√

√

10-25

√

√

WSSRS

1985

√

x

x

x

√

5-18

√

x

√

x

15-20

x

x

WSSCSA

1988

√

x

x

x

√

5-18

√

x

√

x

10

x

x

SSSRS

1984

√

x

x

x

√

5-18

√

x

√

x

10

x

x

SBAI

1992

√

x

x

√

x

grade k-9

√

x

√

x

30-45

x

x

VACG

1982

x

√

x

√

x

adults

√

x

√

√

x

x

TBS-2

2000

x

√

x

x

√

12-18

√

√

√

x

15-20

x

x

TPI

1997

x

√

x

x

√

14-25

√

√

√

√

?

x

x

OSAI

1980

x

√

x

x

√

?

√

x

√

x

?

x

x

SCW

2004

√

√

x

x

√

?

?

x

√

√

?

x

x

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Key Acronym

Title

ABS

AAMR Adaptive Behavior Scales

Nihira, Leland, Lambert

ProEd

[email protected]

www.proedinc.com

VABS

Vineland Adaptive Behavior Scales

Sparrow, Balla, Cicchetti

AGS

[email protected]

www.agsnet.com

ICAP

Inventory for Client and Agency Planning

Bruininks, Hill, Weatherman, Woodcock

Riverside

[email protected]

www.riverpub.com

RISA

Responsibility and Independence Scale for Adolescents

Salvia, Niesworth, Schmidt

Riverside

[email protected]

www.riverpub.com

MESSIER

Matson Evaluation of Social Skills in Individuals with Severe Retardation

Matson, LeBlanc Weinheimer

Scientific Publishers

[email protected]

N.A.

VAS

Scale for the Evaluation of Social Abilities

Nota & Soresi

Dept. of Developmental Psychology and Socialization, University of Padua, Italy

[email protected]

N.A.

Assessment of social competence for children and young adults with developmental disabilities

Meyer, Reichle, McQuarter, Evans, Neel, Kishi

Syracuse University (details to follow)

(details to follow)

(details to follow)

ASC SPSS-R

Social Performance Survey ScheduleRevised

Matson, Helsel, Bellack, Senatore

?

?

?

MESSY

Matson Evaluation of Social Skills with Youngsters

Matson, Rotatori, Helsel

IDS

[email protected]

www.idspublishing.com

SSBS

School Social Behavior Scales

Merrell

Assessment Intervention Resources

[email protected]

www.assessment-intervention.com

HCSBS

Home & Community Social Behavior Scales

Merrell, Calderella

Assessment Intervention Resources

[email protected]

www.assessment-intervention.com

SSRS

Social Skills Rating System

Gresham, Elliott

American Guidance Service, Inc.

[email protected]

www.agsnet.com

WSSRS

Waksman Social Skills Rating System

Waksman

M.D. Angus & Associates Ltd.

[email protected]

www.psychtest.com

WSSCSA

Walker-McConnell Scale of Social Competence and School Adjustment

Walker, McConnell

Wadsworth Publishing

www.thomson.com/learning/learnin g_email_us.jsp

www.wadsworth.com

SSSRS

School Social Skills Rating Scale

Brown, Black, Downs

Slosson Educational Publications Inc.

[email protected]

www.slosson.com

Social Behavior Assessment Inventory

Stephens, Arnold

Psychological Assessment Resources, Inc.

[email protected]

www.parinc.com

Vocational Assessment and Curriculum Guide

Rusch, Schutz, Mithaug, Stewart

Exceptional Education

Telephone: 206-262-9538

Transition Behavior Scales

Mc Carney & Anderson

Hawthorne Educational Services, Inc.

[email protected].

www.hes-inc.com

TPI

Transition Planning Inventory

Clark, Patton

PRO-ED

[email protected]

www.proed.com

Occupational Skills Assessment Instrument

Mathews, Whang, Fawcett

Research and Training Center on Independent Living, University of Kansas, USA

[email protected]

www.rtcil.org/catalog.htm

OSAI

Social Competence in the Workplace

Nota, Soresi

Dept. of Developmental Psychology and Socialization, University of Padua, Italy

[email protected]

N.A.

SBAI VACG TBS-2

SCW

Authors

Publisher/Distributor

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Email

URL

In addition, it is worth noting that numerous systems are available to teach social skills and that many such training packages include assessment instruments. For example, the Life Centered Career Education curriculum (LCCE) is widely used in the United States. This is a comprehensive package which contains lesson plans covering three broad areas, one of which is personal social skills. 371 lessons cover this area. The LCCE includes two assessment instruments designed to test knowledge and performance of the skills taught. [See: Life Centered Career Education: A Competency Based Approach, 5th Edition (Brolin, 1997) & Life Centered Career Education: Modified Curriculum for Individuals with Moderate Disabilities (Loyd & Brolin, 1997)]. General behavioural rating scales which include a section on social skills (Appendix 2 reproduces a website source of information on adaptive and maladaptive behaviour rating scales) 1.

The Adaptive Behavior Scale – (Part One) (ABS) (Nihira et al., 1993) Adaptive behaviour refers to how well individuals cope with both the natural and

social demands of their environment (Heber, 1961). The Adaptive Behavior Scales (Part One) are measures of such ability (Part Two covers maladaptive behaviour). There are two versions, each covering similar areas. One is intended for children aged 3 to 19 who are in school.. The other version is intended for adults aged 18 to 80 in residential or community settings. Part One of the ABS - Residential and Community (2nd edition) (A BS-RC2) consists of 73 items spanning 10 domains. The two domains relevant to social skills are language development (10 items covering expression, verbal comprehension, and social language development) and socialisation (7 items covering cooperatiion, consideration of others, awareness of others, interaction with others, participation in group activities, selfishness and social maturity). Items are structured so that the respondent either has to select one of several possible responses, or select all statements which apply. The ABS-RC2 is administered by interview with a person who knows the individual well. It generally takes about 30 minutes to complete. Domain raw scores are converted to standard scores and percentiles. Factor raw scores are used to generate quotients and percentiles. The scale’s normative sample consists of more than 4,000 persons with developmental disabilities residing in the

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community or in residential settings from 43 states in the US. The assessment has been extensively examined with respect to reliability and validity, and the evidence supporting the scale’s technical adequacy is provided in the manual. Internal consistency reliabilities and stability for all scores exceed 0.8. [The ABS is available from: Pro-Ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897; Telephone: 800-897-3202; Fax: 512-451-8542; Email: [email protected]; Web: www.proedinc.com] 2.

Vineland Adaptive Behavior Scales (VABS) (Sparrow et al., 1984) The VABS were developed from the Vineland Social Maturity Scales and

measure personal and social skills. There are three versions: the Interview Edition Survey Form, the Interview Edition - Expanded Form, and the Classroom Edition. All three versions cover the same domains in more or less detail: communication, daily living skills, socialization and motor skills. The communication domain (receptive, expressive and written) and the socialization domain (interpersonal relationships, play & leisure time, coping skills) are relevant to social skills. The Interview Edition - Survey Form is most similar in content to the original Vineland, it includes 297 items of which 67 relate to communication and 66 relate to socialization. It is administered to a parent or caregiver in a semi structured interview format. It is intended for children aged 0-19 and adults with intellectual disabilities. It takes 20-60 minutes to administer. The Interview Edition - Expanded Form includes 577 items of which 133 relate to communication and 134 relate to socialization. This form yields a more comprehensive assessment of adaptive behaviour and provides a systematic basis for preparing individual educational or treatment programmes. Also administered as a semi-structured interview, the Expanded Form includes a Score Summary and Profile Booklet, as well as a Program Planning Report for preparing individual programmes. The Expanded Form can be used by itself, or as a follow-up to obtain more information about deficits suggested by the Survey Form. It is intended for children aged 0-19 and adults with intellectual disabilities. It takes 60-90 minutes to administer. The Classroom Edition includes 244 items that assess adaptive behaviour in the classroom, of which 63 relate to communication and 53 socialization. This edition is administered in the form of a questionnaire completed by a teacher. Although no

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qualifications are required to administer this version, a qualified professional is needed to interpret the scores. It is intended for children aged 3-13 and takes 20 minutes to administer. Domain and adaptive behaviour composite scores can be calculated, together with conversion to percentiles. Age equivalents are also provided. The VABS was standardized on a representative national sample (n=3000) selected to match US census data. Supplementary norm groups of individuals with disabilities provide more data for interpretation of the Survey Form and the Expanded Form. Computer scoring and reporting software is available for all three versions. Details of internal, test-retest, and inter-rater reliability are provided. All are satisfactory. [The VABS is available from AGS Publishing, 4201 Woodland Road, Circle Pines, Minnesota, 55014-1796, USA. Web: www.agsnet.com.] 3.

The Inventory for Client and Agency Planning (ICAP) (Bruininks et al., 1986) The ICAP has been included in this section because one of its main functions is to

measure adaptive behaviour. This is interpreted by the authors as referring to an individual’s ability to meet effectively social and community expectations for personal independence, maintenance of physical needs, acceptable social norms, and interpersonal relationships. ‘Social and communication skills’ is one of the four sections into which adaptive behaviour is divided in the ICAP. It is a 16 page booklet that also assesses maladaptive behaviour and gathers additional information to determine the type and amount of special assistance that people with disabilities may need. It can be completed in about 15 minutes by a parent, teacher, or carer who is well acquainted with the person being assessed. It is suitable for all agencies (norms are presented for the 0 to 40+ age range). It can be used at three levels: for individualised planning, for service management, and for national statistics. The ICAP includes an overall Service Score, a combined measure of adaptive and maladaptive behavior that indicates overall level of care, supervision, or training required. The ICAP assumes that functional independence is socially defined, and that an individual’s performance must be considered within the context of the environments and social expectations that affect his or her functioning. It has 77 adaptive behaviour items divided into four areas: Motor Skills; Social and Communication Skills; Personal Living

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Skills; and Community Living Skills. Each ICAP adaptive behaviour item is a statement of a task (for example: “Washes, rinses, and dries hair”). The respondent rates the subject on each task, using a scale from 0 to 3. This scale assesses the quality of performance and the individual’s motivation. That is, even though someone may be able to perform a task, he/she may not do so independently, either because he does not realize that it is necessary to do so, or because he refuses to do so (a behavior problem). From infant to adult levels, the ICAP yields a range of adaptive behavior scores that include age equivalent, percentile rank, standard scores, and others. The ICAPs psychometric properties are well established. Computer software is available to facilitate scoring, and there is a Spanish version of the scale. [The ICAP website provides comprehensive information on the scale: www.cpinternet.com/~bhill/icap/index.htm. It is available from the Riverside Publishing Company: www.riverpub.com.] 4.

Responsibility and Independence Scale for Adolescents (RISA) (Sabourin et al.,

1989) The RISA is a norm-referenced, individually administered instrument specifically designed to measure adolescents' adaptive behaviour in terms of responsibility and independence. It can be used with adolescents aged 12 to 20 years. Whereas most measures of adaptive behaviour target low-level skills, the RISA assesses higher level behaviours. The RISA measures adaptive behaviour in nine functional areas: domestic skills, money management, citizenship, personal planning, transportation skills, career development, self-management, social maturity, and social communication. It is the ‘Responsibility’ domain which is most relevant to this inventory. It refers to a broad class of adaptive behaviors that meet social expectations and standards of reciprocity, accountability, and fairness and that enable personal development through self- and social management, age-appropriate behavior, and social communication. The RISA assumes that an individual who is responsible will be dependable, trustworthy, and able to shape, as well as comply with, social rules. According to the manual, the RISA correlates well with the Scales of Independent Behavior and the Vineland Adaptive Behavior Scales, it has acceptable content validity, and high levels of internal consistency and test-retest reliability. It has been standardised on an American sample of 2,400 people. The RISA is administered in a standardized

16

interview format to a respondent who is familiar with the adolescent and takes 30-45 minutes. [It is available from the Riverside Publishing Company: www.riverpub.com.] Social skills assessments - Adults 1.

Matson Evaluation of Social Skills in Individuals with Severe Retardation

(MESSIER) (Matson, 1995) The MESSIER is an 85-item questionnaire designed to asses social strengths and weaknesses in people with severe intellectual disability. The items are grouped into six subscales: (i) positive verbal (e.g.: “Responds to voice of caregiver or another person”, “Says ‘please’ when asking for something”, “Labels own emotional state – e.g. ‘I’m sad’”, “Responds appropriately when introduced to strangers”); (ii) positive non verbal (e.g.: “Looks at face of caregiver when spoken to”, “Extends hand toward familiar people”, “Has appropriate posture”); (iii) positive general (e.g.: “Shows affection toward familiar people”; “Participates in a game or activity with others without prompting”; “Shares without being told to do so”; “Follows facility rules”), (iv) negative verbal (e.g.: “Exhibits inappropriate repetitive vocalizations”; “Talks with food in mouth”), (v) negative non verbal (e.g.: “Engages in self-injury or other inappropriate behavior to avoid social contact”; “Pushes, hits, kicks, etc., peers or caregivers”), and (vi) negative general (e.g.: “Follows caregivers around excessively”; “Disrupts activities of others”). The factor analysis of the MESSIER yielded two dimensions: one factor describing positive social behaviors and the other describing negative social behaviors. The scale's authors report high stability across raters and good stability over time and good internal consistency (Matson et al., 1999). High convergent validity with equivalent domains of the VABS has also been reported (Matson, 1998). [The MESSIER is available from Scientific Publishers via its main author: [email protected]] 2.

Scale for the Evaluation of Social Abilities (VAS) (Nota & Soresi, undated) There are two versions of the VAS. The Junior School Version comprises 22

items which describe childrens’ prosocial behaviour in school. The teacher rates the child according to the accuracy of each description and its frequency of occurrence. Ratings are based on teachers’ observations of the child’s performance of each behaviour. The adult version uses the same format as the junior version. It comprises 16 items, all of which are

17

relevant to vocational environments. Both scales are quick and easy to administer. High levels of internal consistency and reliability are reported by the authors of the scale. [The VAS is available from Laura Nota at the Dept. of Developmental Psychology and Socialization, University of Padua, Italy, [email protected]] 3.

Assessment of social competence for children and young adults with

developmental disabilities (ASC) (Meyer et al., 1985) The ASC can be used with children and adults, with or without intellectual disabilities. It consists of 252 discrete behaviours that have been organised into 11 functions: initiate, self-regulate, follow rules, provide positive reinforcement, provide negative feedback, obtain cues, offer assistance, accept assistance, indicate preference, cope with negatives, and terminate. The items within each of the functions are grouped into eight levels representing a hierarchy of increasing social sophistication. Thus, assessment progresses from the earliest manifestation of each function to mastery levels of performance as displayed by adults. The ASC categorises behaviours according to their apparent function for the individual. The initial list of items was based on existing assessments of social and adaptive behaviour and a review of the literature citing discrete social skills which were targets of interventions. The ASC was designed to measure social competence at all levels of social and intellectual functioning. The ASC has been used in schools, community settings and workplaces. It takes about 45 minutes to complete. The authors report acceptable levels of reliability and validity with adults and children (Meyer et al., 1990). [The ASC can be obtained from Syracuse University, Syracuse, New York, USA.] 4.

Social Performance Survey Schedule-Revised (SPSS-R) (Matson et al., 1983) The SPSS-R is a revision of the SPSS (Lowe & Cautella, 1978) which comprised

100 items to assess adults’ positive and negative social behaviour. The revised SPSS was designed for people with mild and moderate intellectual disabilities and contains 57 of the original SPSS items. Family members or care staff rate the frequency with which each behaviour is emitted using a 5-point Likert-type scale. The behaviours which are rated include eye contact, interruption, threats, and reading social cues. Four factors emerged from a principal components analysis on data from 207 adults with intellectual

18

disabilities (Matson et al., 1983): ‘appropriate social skills’, ‘communication skills’, ‘inappropriate assertion’, and ‘sociopathic behavior’. The original SPSS has been found to be psychometrically robust. However, research testing the psychometric properties of the revision is limited and normative data is unavailable (Bielecki & Swender, 2004). [We are not certain of its current availability] Social skills assessments - Children & adolescents 1.

Matson Evaluation of Social Skills with Youngsters (MESSY) (Matson et al.,

1983) The MESSY can be used for children aged 4 - 18 years. Items were selected to include a wide range of verbal and nonverbal behaviour. The instrument consists of a 62item Self-Rating version and a 64-item Teacher Rating scale. The items refer to discrete, observable behaviours rather than to global personality traits. For example, the MESSY has items like, “Makes other people laugh” rather than, “Has a good sense of humor.” The MESSY provides scales for both appropriate and inappropriate social skills so that users do not focus exclusively on the negative aspects of a child’s behaviour but also take into account positive aspects. Examples of appropriate skills are, “Helps a friend who is hurt” and “Walks up to people to start a conversation.” Examples of inappropriate skills are, “Gives other children dirty looks” and “Wants to get even with someone who hurt him/her.” It takes about 15 minutes to complete. The MESSY is an established instrument that has been reviewed favourably and is frequently used. The norms, based on 1,164 children, are broken down by age and gender. Alpha coefficient of internal reliability is .93 (Teacher Form) and .80 (SelfReport Form). Two studies (total n=744) have investigated the factor validity, concurrent validity, and construct validity of the MESSY. Scores on the Messy were shown to correlate (a) positively with the results of teacher ratings’, popularity in the classroom, and with children’s proposed solutions to social dilemmas, and (b) negatively with symptoms of psychopathology, such as anxiety and depression, and with the Child Behavior Checklist, and the Pier-Harris Self-Concept scale. Hearing and vision disabilities were shown to be associated with low scores. [The MESSY is available from IDS Publishing Corporation. P.O. Box 389. Worthington, Ohio, 43085, USA. Web: www.idspublishing.com.] 19

2.

School Social Behavior Scales, 2nd Edition (SSBS-2) (Merrell, 2002) The SSBS-2 is a revision of the original SSBS, which was first published in 1993,

and is in wide use nationally and internationally. The first edition SSBS is no longer available. The SSBS-2 measures social competence and antisocial behavior in children and adolescents aged 5-18 years. It takes teachers or other professionals in school settings 5-10 minutes to complete. It provides comprehensive ratings of both social skills and antisocial problem behaviors of children and adolescents in school settings. The SSBS-2 includes two co-normed scales. The Social Competence scale includes 32 items that measure adaptive, prosocial skills and includes three subscales: Peer Relations, Self Management/Compliance, and Academic Behavior. The Antisocial Behavior scale includes 32 items that measure socially-relevant problem behaviours and also includes three subscales: Hostile/Irritable, Antisocial-Aggressive, and Defiant/Disruptive. The SSBS-2 was standardized with a national sample of 2,280 students in grades K-12. The norming sample closely approximates the 2000 US Census, in terms of gender, ethnicity, socioeconomic status, and special education participation. Raw scores are converted to T-scores, percentile ranks, and descriptive Social Functioning Levels. Internal consistency reliability of the SSBS-2 is .96-.98 for the two total scale scores, and .94-.96 for the six subscales. Test-reliability of the SSBS-2 has been documented in the .86-.94 range at 1-week intervals, and .60-.83 at three-week intervals. Interrater reliability coefficients for ratings provided by teachers and classroom aides has been documented at .72-.86 for the Social Competence scores, and .53-.71 for the Antisocial Behavior scores. Extensive evidence for the validity of the SSBS-2 is documented in the User’s Guide. It is available from: Assessment-Intervention Resources, 2285 Elysium Avenue, Eugene, OR 97401, USA. Web: www.assessment-intervention.com.] 3.

Home & Community Social Behavior Scales (HCSBS) (Merrell & Caldarella,

2002) The HCSBS is a counterpart to the SSBS-2 and is designed to be completed by home- and community-based raters. It covers essentially the same ground as its counterpart but excludes ‘academic achievement’. The HCSBS includes two co-normed scales. The Social Competence scale includes 32 items that measure adaptive, prosocial skills on two subscales: Peer Relations, and Self-Management/Compliance. The

20

Antisocial Behavior scale includes 32 items that measure socially linked problem behaviours on two subscales: Defiant/Disruptive and Antisocial-Aggressive. The HCSBS was standardized with a national sample of ratings of 1,562 children and adolescents ages 5-18 years. The norm sample closely approximates the 2000 US Census in terms of gender, ethnicity, socioeconomic status, and special education participation. Raw scores are converted to T-scores, percentile ranks, and descriptive Social Functioning Levels. Internal consistency reliability of the HCSBS is .96-.97 for the two total scale scores, and .94 for the four subscales. Test-reliability of the HCSBS at 1-2 week intervals has been documented at .84 for the Social Competence scale and .91 for the Antisocial Behavior scale total scores. Interrater reliability coefficients from mother’s and father’s rating the same child have been documented at .86 for the Social Competence total score, and .71 for the Antisocial Behavior total score. Extensive validity evidence for the HCSBS is documented in the User’s Guide. [It is available from: Assessment-Intervention Resources, 2285 Elysium Avenue, Eugene, OR 97401, USA. Web: www.assessment-intervention.com.] 4.

Social Skills Rating System (SSRS) (Gresham & Elliott, 1990) The SSRS is a nationally standardised series of questionnaires that obtain

information on the social behaviours of children and adolescents (aged 3-18 years) from teachers, parents, and the students themselves. Each questionnaire takes 10-25 minutes to complete. Items on each scale are rated according to perceived frequency and importance. There are three scales. The Social Skills Scale measures positive social behaviours: cooperation, empathy, assertion, self-control and responsibility. The Problem Behaviors Scale measures behaviours that can interfere with the development of positive social skills: externalizing problems (e.g., aggressive acts and poor temper control), internalizing problems (e.g., sadness and anxiety) and hyperactivity (e.g., fidgeting and impulsive acts). The Academic Competence Scale provides a quick estimate of academic functioning. Teachers rate reading and mathematics performance, general cognitive functioning, as well as motivation and parental support. Although the SSRS can be administered by a range of personnel, it must be interpreted by professionals trained in psychological testing. In a review of 6 scales which measure children’s social skills, the

21

SSRS was considered to be the most comprehensive because of its multi-source approach and intervention linkage (Demaray et al., 1995) Standard scores can be converted to percentile rank scores. The SSRS was standardized on a national sample of over 4,000. It provides separate norms for boys and girls and for students with and without disabilities. High levels of internal consistency, test-retest reliability, content, construct and concurrent validity are reported by the authors. Computer software (ASSIST) facilitates scoring and reporting and provides behavioural objectives and suggestions for planning intervention. A scannable version of ASSIST provides group reporting options. It sorts and arranges information by groups, individuals, classrooms, grades, schools, districts, gender, ethnicity, and time. [It is available from the American Guidance Service, Inc., 4201 Woodland Road, Circle Pines, MN 55014, USA.] 5.

Waksman Social Skills Rating Scale (WSSRS) (Waksman, 1985) The WSSRS is intended for children and adolescents (years K to 12 of the

American school system). It can be used to identify social skills deficits, to select skills to be targeted in training, and to evaluate the success of social skills training. It comprises 21 norm-referenced items to which responses are made on 4-point Likert scales. The major scale concerns social skills. Two subscales relate to aggression and passivity. There are separate forms for boys and girls. It is completed by teachers and takes 15-20 minutes. The authors of the scale report high internal consistency. However, Demaray et al. (1995) report deficiencies in other psychometric properties. These authors also suggested that in spite of the scale’s brevity and ease of administration, its utility is undermined by its focus on skill deficits rather than prosocial behaviour. [It is available from M.D. Angus and Associates Limited. Web: www.psychtest.com.] 6.

Walker-McConnell Scale of Social Competence and School Adjustment

(WSSCSA) (Walker & McConnel, 1995) There are two versions of the Walker-McConnell Scale. The Adolescent Version contains four, analytically derived, sub-scales (Self Control, Peer Relations, School Adjustment, and Empathy) totaling 53 items across the four sub-scales. The Scale relies on teacher ratings of the frequency with which social skills are estimated to occur for

22

each student rated. The 53 items of the Adolescent Scale typically require no more than 10 minutes to complete for each student. The Elementary Version consists of three, analytically derived, sub-scales (Teacher-Preferred Social Behavior, Peer-Preferred Social Behavior, and School Adjustment) totaling 43 items across the three sub-scales. The Scale relies on teacher ratings of the frequency with which social skills are estimated to occur for each student rated. The 43 items of the Elementary Scale typically require no more than 10 minutes to complete for each student. The psychometric properties of the scales are not reported on the publisher’s website. However, properties of the elementary version are described by Demaray et al. (1995). They note that the manual reports excellent internal consistency, adequate interrater reliability, and adequate to excellent test-retest reliability. Content, discriminant, construct and criterion-related validity are also reported. Demaray et al. (1995) note that some of the samples used to test reliability and validity were rather small. In addition they point out that the sample with which the elementary scale was standardised was not representative of the U.S. population. [Web: www.wadsworth.com.] 7.

The School Social Skills Rating Scale (SSSRS) (Brown et al., 1984) The SSSRS is designed to assist school personnel, specifically classroom teachers

in identifying student deficits in school-related social behaviors. It is intended for children in grades 1-12 (of the US school system). The 40-item scale of observable prosocial skills has been socially validated and determined to be important for student school success in the areas of: (i) Adult Relations (12 items), (ii) Peer Relations (16 items), (iii) School Rules (6 items), and (iv) Classroom Behaviors (6 items). It takes 10 minutes to administer. The SSSRS is a criterion-referenced instrument that yields knowledge of a student’s social strengths and deficiencies. Ratings are done on a six point Likert Scale, over the previous months’ observations, and test-retest and the inter-rater reliability data indicate the scale has comparable reliability with residential, special education, and regular education students. The manual describes conditions under which the 40 skills should be used. [It is available from Slosson Educational Publications Inc. Web: www.slosson.com]

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8.

Social Behavior Assessment Inventory (SBAI) (Stephens & Arnold, 1992) The SBAI measures the level of social behaviours exhibited by children and

adolescents in classroom settings. It was designed as a companion instrument to Social Skills in the Classroom. It is appropriate for special education classes or any classroom where behaviour problems may exist. It consists of 136 items that describe social skills commonly observed in the classroom. A teacher or other individual (such as a parent) who has observed a student’s behaviour rates each item on a 4-point scale describing both the presence and level of the behaviours exhibited by the student. It takes 30-45 minutes to administer.Results from the 4 behaviour scales (Environmental, Interpersonal, SelfRelated, and Task-Related) and 30 subscales can be used to develop social skills instructional strategies. In their review of the SBAI, Demaray et al. (1995) noted that whilst the manual reported high levels of internal consistency and interrater reliability, there was no information on test-retest reliability. They felt that the manual included evidence of adequate content, construct and convergent validity. [It is available from Psychological Assessment Resources, Inc. 16204 N. Florida Avenue, Lutz, FL 33549, USA. Web:www.parinc.com.] Vocational assessment scales which include a section on social skills 1.

Vocational Assessment and Curriculum Guide (VACG) (Rusch et al., 1982) The VACG is an evaluation instrument based on an ecological analysis of

employment opportunities. It includes a variety of general work and social skills based on an empirical analysis of job demands. Rusch et al. (1982) surveyed employers in service and light industries to determine the skill demands of their entry-level jobs. The results of this survey provided the item pool for the VACG. The VACG has been designed as a behaviour rating scale that provides a measure of the vocational and social skills of persons with disabilities. It comprises the domains: attendance/endurance, independence, social skills, grooming/eating, reading/writing, and mathematics. There are 66 items on the VACG, each beginning with the phrase, “Does the worker,” followed by a description of the behaviour being assessed. Several possible responses are provided that indicate levels of performance displayed by the worker, and raters are instructed to select the phrase that best describes the individual’s current level 24

of functioning. The VACG was designed to be used by classroom teachers, rehabilitation workers, adult service providers, parents, and paraprofessionals to determine an individual’s general skill level in relation to standards suggested as important for success in occupations within the food service industry, janitorial work, and light industry. Psychometric properties of the VACG were reported by Menchetti & Rusch (1988). Test-retest coefficients ranged from .69 to .96 (mean = .79). Internal consistency, estimated by alpha coefficients, ranged from .59 to .91 (mean = .76) for VACG domain scores. The alpha coefficient for the total test score was .95. Empirical validation results suggest that domain scores differentiated between subjects with intellectual disabilities having only sheltered work experience and those who were employed successfully in the competitive workforce. [It is published by Exceptional Education, P.O. Box 15308, Seattle, WA 98155, USA] 2.

Transition Behavior Scales (2nd ed.) (TBS-2) (McCarney & Anderson, 2000) The TBS-2 is based on the behavioural literature on what predicts employment

and transition success. There are two versions, a student self-report version and school version completed by one or more teachers. They are designed for any disability group, for adolescents aged 12 to 18 years. There are 62 items which span three subscales: workrelated behaviours, interpersonal relations and social/community expectations. The subscales are based on a factor analysis of the original item-pool. Each item is scored on a 6-point rating scale. Scores can be converted to percentile ranks based on national norms. The TBS-2 School Version was standardized on a total of 2,624 students from 20 states representative of the US. The TBS-2 School and Self-Report Versions provide separate norms for male and female students. It takes 15-20 minutes to complete. The Transition Behavior Scale IEP and Intervention Manual includes individual education plan goals, objectives, and interventions for all 62 items on the scale. [It is available from Hawthorne Educational Services, Inc., 800 Gray Oak Drive, Columbia, MO 65201, USA. Web: www.hes-inc.com.] 3.

Transition Planning Inventory (TPI) (Clark & Patton, 1997) The TPI is an instrument for identifying and planning the comprehensive

transitional needs of students aged 14-25 years. It is designed to provide school personnel with a systematic way to address critical transition planning areas that take into account 25

the individual student’s needs, preferences, and interests. Information on transition needs is gathered from the student, parents or guardians, and school personnel through the use of three separate forms designed specifically for each of the target groups. The forms contain the same 46 items which cover the following assessment areas: employment, further education/training, daily living skills, leisure activities, community participation, health, self—determination, communication, interpersonal relationships. The student form also contains 15 open-ended questions. A Spanish version of the scale is available and computer software can be used for scoring. There are several items that relate directly or indirectly to social skills in the workplace. Item descriptions for administrators give some examples and the intent of each item and mention social skills related to employment when appropriate. For example, Item 3 in the Employment domain is “Knows how to get a job.” The description for item 3 is “Students know the basic steps for looking for a job, applying for a job, and making a good impression in a job interview.” Table 2 lists items which have some relevance directly or indirectly to social skills in the workplace. [The TPI is available from: Pro-Ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897, USA. Telephone: 800897-3202; Fax: 512-451-8542; E-mail: [email protected]; Web: www.proedinc.com.] Table 2 Items of the TPI relevant to social skills Employment

3.

Knows how to get a job

4.

Demonstrates general job skills and work attitudes preferred by employers for keeping a job and advancing—may include supported employment

Self-Determination 33. Expresses feelings and ideas to others appropriately 34. Expresses feelings and ideas to others confidently Communication

37. Has needed speaking skills 38. Has needed listening skills

Interpersonal Relationships

43. Establishes and maintains close and/or casual friendships in a variety of settings 44. Displays appropriate behaviors in a variety of settings 45. Demonstrates skills for getting along well with coworkers 46. Demonstrates skills for getting along well with supervisor

26

4.

Occupational Skills Assessment Instrument (OSAI) (Mathews et al., 1980b) The OSAI comprises 13 checklists. Ten relate to complex job-related social skills

that were identified as important by experts in the field of employment: seeking a job lead, telephoning a potential employer, job interview situation, accepting a suggestion from a supervisor, accepting criticism from an employer, providing constructive criticism, explaining a problem to a supervisor, complimenting a co-worker on a job done well, and accepting a compliment. The instrument includes role-playing scripts for each of these social situations which specify: (a) the task to be performed, (b) a series of situations to be acted out, and (c) scripted statements and behaviours to be performed by the person using the instrument. For example, the performances required for ‘explaining a problem to a supervisor’ are as follows: (i) state things aren’t going well, (ii) ask if supervisor has time to talk, (iii) describe the problem, (iv) provide an example of the problem, (v) state any possible solutions, (vi) ask if supervisor has any solutions or can do something, (vii) restate the solution, (viii) ask if you should do anything else, and (ix) thank supervisor for help. Ticks are placed next to target behaviours which are performed correctly. Zeros are placed next to target behaviours which are not performed or are performed incorrectly. The proportion of possible target which are performed correctly is then converted to a percentage. The three remaining checklists are written criterion tests covering the following areas: writing a job interview follow-up letter, writing in response to a job advertisement, and completing a tax return. The OSAI has been found to be valid and reliable (Mathews et al., 1980a, 1981, 1982). [It is available from the Research and Training Center on Independent Living, University of Kansas, Room 4089 Dole Center, 1000 Sunnyside Avenue, Lawrence, Kansas, 66045-7555, USA. Web: www.rtcil.org/catalog.htm.] Dedicated vocational social skills assessments 1.

Social Competence in the Workplace (SCW) – experimental version (Nota &

Soresi, undated) The SCW is a behaviour checklist which has been designed specifically for assessing workplace-related social skills. It comprises 58 items which are rated ‘yes’, ‘no’, or ‘yes/no’ according to whether or not the behaviors are emitted in the workplace. This is a new scale which has yet to be psychometrically validated. See Appendix 3 for 27

an English translation of the Italian original. [Further information is available from the authors ([email protected]).]

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Haring, T. (1991). Social Relationships. In L. Meyer, C. Peck & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 195-217). Baltimore: Paul H. Brookes. Heber, R. (1961). A manual on terminology and classification on mental retardation, Second edition. Monograph supplement to the American Journal of Mental Deficiency. Washington DC: American Association on Mental Deficiency. House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley. Hughes, C., Hwang, B., Kim, J., Eisenman, L. T., & Killian, D. J. (1995). Quality of life in applied research: A review and analysis of empirical measures. American Journal on Mental Retardation, 99, 623-641. Irvin, L., & Walker, H. (1994). Assessing children's social skills using video-based microcomputer technology. Exceptional Children, 61, 182-196. Libet, J. M., & Lewinsohn, P. M. (1973). Concept of social skills with special reference to the behavior of depressed persons. Journal of Consulting and Clinical Psychology, 40, 304-312. Lowe, M., & Cautela, R. (1978). A self report measure of social skill. Behavior Therapy, 9, 535-544. Loyd, R., & Brolin, D. (1997). Life Centered Career Education: Modified Curriculum for Individuals with Moderate Disabilities. Arlington, VA: Council for Exceptional Children. Mathews, R., Whang, P., & Fawcett, S. (1980a). Behavioral assessment of job-related skills: Implications for learning disabled young adults (Research Report No. 6). Lawrence: KS: The University of Kansas Institute for Research in Learning Disabilities. Mathews, R., Whang, P., & Fawcett, S. (1980b). Development validation of an occupational skills assessment instrument. Behavioral Assessment, 2, 71-85. Mathews, R., Whang, P., & Fawcett, S. (1981). Behavioral assessment of job-related skills. Journal of Employment Counseling, 18, 3-11. Mathews, R., Whang, P., & Fawcett, S. (1982). Behavioural assessment of occupational skills of learning disabled adolescents. Journal of Learning Disabilities, 15, 3841. Matson, J. (1995). The Matson Evaluation of Social Skills for Individuals with Severe Retardation. Baton Rouge, LA: Scientific Publishers, Inc. Matson, J., Helsel, W., Bellack, A., & Senatore, V. (1983). Development of a rating scale to assess social skill deficits in mentally retarded adults. Applied Research in Mental Retardation, 4, 399-407. Matson, J., Le Blanc, L., & Weinheimer, B. (1999). Reliability of the Matson Evaluation of Social Skills in Individuals With Severe Retardation. Behavior Modification, 23, 647-661.

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Matson, J., Rotatori, A., & Helsel, W. (1983). Development of a rating scale to measure social skills in children. The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and Therapy, 21, 335-340. McCarney, S., & Sanderson, P. (2000). Transition Behavior Scales (2nd ed.). Columbia, MO: Hawthorne Educational Services, Inc. McConaughy, S. (1993). Advances in empirically based assessment of children's behavioral and emotional problems. School of Psychology Review, 22, 285-307. McGrew, K. S., Bruininks, R. H., & Johnson, D. R. (1996). Confirmatory factor analytic investigation of Greenspan's model of personal competence. American Journal on Mental Retardation, 100, 553-545. Menchetti, B., & Rusch, F. (1988). Reliability and validity of the vocational assessment and curriculum guide. American Journal on Mental Retardation, 93, 283-289. Merrell, K. (2002). School Social Behavior Scales, 2nd Edition. Eugene, OR: Assessment-Intervention Resources. Merrell, K., & Caldarella, P. (2002). Home & Community Social Behavior Scales. Eugene,OR: Assessment-Intervention Resources. Meyer, L., Cole, D., McQuarter, R., & Reichle, J. (1990). Validation of the Assessment of social competence (ASC) for children and young adults with developmental disabilities. Journal of the Association of Persons with Severe Handicaps, 15, 5768. Meyer, L., Reichle, J., McQuarter, R., Evans, I., Neel, R., & Kishi, G. (1985). Assessment of social competence (ASC): A scale of social competence functions. Minneapolis: University of Minneapolis Consortium Institute. Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6, 10-19. Nihira, K., Leland, H., & Lambert, N. (1993). Adaptive Behavior Scale, Second edition. Washington DC: American Association on Mental Deficiency. Nota, L., & Soresi, S. (undated). Social ability evaluation in Adults with Mental Retardation. Padova: Department of Developmental Psychology and Socialization, Service and Research Center on Disability, Handicap and Rehabilitation. Odom, S., Peterson, C., McConnell, S., & Ostrosky, M. (1990). Ecobehavioral analysis of early childhood/specialized classroom settings and peer social interaction. Education and Treatment of Children, 13, 316-330. Reid, M., Barrington, H., & Kenney, M. (1992). Training Interventions, third edition. London: IPM. Rusch, F., Schutz, R., Mithaug, D., Stewart, J., & Mar, D. (1982). Vocational Assessment and Curriculum Guide. Seattle, WA: Exceptional Education.

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Sabourin, S., Laferriere, N., Sicuro, F., & Coallier, J.-C. (1989). Social desirability, psychological distress, and consumer satisfaction with mental health treatment. Journal of Counselling Psychology, 36, 352-356. Schalock, R. L. (2000). Three decades of quality of life. Focus on Autism and Other Developmental Disabilities, 15, 116-127. Schumaker, J., & Hazel, J. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part 1. Journal of Learning Disabilities, 17, 422-430. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland Adaptive Behavior Scales: Survey form manual. Circle Pines, Minnesota: American Guidance Service. Stephens, T., & Arnold, K. (1992). Social Behavior Assessment Inventory: Professional Manual. Odessa,FL: Psychological Assessment Resources, Inc. Stewart, N. (1985). Winning friends at work. New York: Ballantine Books. Storey, K. (1996). Social validation issues in social skills assessment. International Journal of Disability, Development and Education, 43, 167-174. Storey, K. (1997). Quality of life issues in social skills assessment of persons with disabilities. Education & Training in Mental Retardation & Developmental Disabilities, 32, 197-200. Trower, P., Bryant, B., & Argyle, M. (1978). Social skills and mental health. Pittsburgh: University of Pittsburgh Press. Waksman, S. (1985). The Waksman Social Skills Rating Scale. Portland, OR: ASIEP Education. Walker, H., & McConnel, S. (1995). Walker-McConnell Scale of Social Competence and School Adjustment. Belmont,CA: Thomson Publishing Company. Wehman, P., Hill, J. W., Wood, W., & Parent, W. (1987). A report on competitive employment histories of persons labeled severely mentally retarded. Journal of the Association for Persons with Severe Handicaps, 12, 11-17.

32

Appendix 1

Academics contacted for information about social skills assessments Australia:

Keith McVilly

Austria:

Germain Weber

Belgium:

Ghislaine Magerotte

Denmark:

Per Holm

Finland:

Leena Matikka

France:

Charles Aussilloux

Ireland:

Pat Walsh

Italy:

Laura Nota, Salvatore Soresi, Giulio Lancioni

Netherlands: Michael Kamp, Marinka Trass Norway:

Jan Tossebro

Spain:

Miguel Verdugo

Sweden:

Kent Ericsson

UK:

Steve Beyer, Justine Schneider, William Lindsay, Chris Cullen, Keith Topping

US:

Paul Wehman, Janis Chadsey, Jim Martin, Mike Callaghan, Luanna Meyer, Mark Mathews, Johnny Matson, Gary Clark, Bradley Hill

33

Appendix 2 Adaptive and Maladaptive Behaviour Scales (This section is reproduced from web: www.cpinternet.com/~bhill/icap/compare.htm with permission from Brad Hill)

Materials

Full Scale

Manual: 287 pp. Response Booklet: 26 pp. Optional Interview Easel: 172 pp. Planning Worksheet: 2pp. (in response booklet) Software (Scoring & Reporting; PC/Mac)

Short Form

Response Booklet: 8 pp. Response Booklet adapted for people who are blind Planning Worksheet: 2pp. Shares Full Scale Manual, Interview Easel, and software.

Early Development Form

Response Booklet: 8 pp. Planning Worksheet: 2pp. Shares Full Scale Manual, Interview Easel, and software.

Interview Expanded Form

Manual: 321 pp. Item Booklet: 16 pp. Score Summary & Profile Booklet: 12pp. Program Planning Report: 8 pp. Report to Parents: 4pp. (also in Spanish) Software (Apple II/PC)

Interview Survey Form

Manual: 301 pp. Record Booklet: 12 pp. (also in Spanish) Report to Parents: 4pp. (also in Spanish) Software (Apple II/PC)

Classroom Edition

Manual: 175 pp. Questionnaire Booklet: 16 pp. Report to Parents: 4pp. (also in Spanish) Software (PC)

School Edition

Manual: 118 pp. Examination Booklet: 16pp. Profile/Scoring Form: 4 pp. Software (Scoring & Reporting; Apple/Mac/PC)

Residential & Community Edition

Manual: 76 pp. Examination Booklet: 16pp. Profile/Scoring Form: 4 pp. Software (Scoring & Reporting; Apple/Mac/PC)

SIB-R

Vineland ABS

AAMR ABS 2nd Ed.

34

SIB-R Content Scale subscale

N of Items

Type of Score

Full Scale

Short Form

Early Dev.

Age

Pct

Std

Motor Skills Gross Motor Fine Motor Social & Communication Skills Social Interaction Language Comprehension Language Expression Personal Living Skills Eating & Meal Preparation Toileting Dressing Personal Self-Care Domestic Skills Community Living Skills Time & Punctuality Money & Value Work Skills Home/Community Orientation

259 . 38 19 19 56 18 18 20 88 19 17 18 16 18 77 19 20 20 18

40 . . . . . . . . . . . . . . . . . . .

40 . . . . . . . . . . . . . . . . . . .

X . X X X X X X X X X X X X X X X X X X

X . X . . X . . . X . . . . . X . . . .

X . X . . X . . . X . . . . . X . . . .

Maladaptive Behavior - General . Internalized Hurts Self Repetitive Habits Withdrawn or Inattentive Asocial Socially Offensive Uncooperative Externalized Hurts Others Destructive to property Disruptive

24 . 9 3 3 3 6 3 3 9 3 3 3

24 . 9 3 3 3 6 3 3 9 3 3 3

24 . 9 3 3 3 6 3 3 9 3 3 3

. . . . . . . . . . . . .

. . . . . . . . . . . . .

X . X . . . X . . X . . .

Broad Independence (Total)

Note. The SIB-R also provides a Support Score, an overall score that combines adaptive and maladaptive behavior.

35

Vineland Content Scale subscale

N of Items

Type of Score

Expand

Surv

Class

Age

Pct

Std

Adaptive Behavior Composite . Communication Receptive Expressive Written Daily Living Skills Personal Domestic Community Socialization Interpersonal Relationships Play & Leisure Time Coping Skills Motor Skills (dev. age < 6) Gross Fine

541 . 133 23 76 34 201 90 45 66 134 50 48 36 73 42 31

261 . 67 13 31 23 92 39 21 32 66 28 20 18 36 20 16

244 . 63 10 29 24 99 36 21 42 53 17 18 18 29 16 13

X . X X X X X X X X X X X X X X X

X . X . . . X . . . X . . . X . .

X . X . . . X . . . X . . . X . .

Maladaptive Behavior

36 . 27 9

36 . 27 9

. . . .

. . . .

. . . .

. . . .

Part 1 (All children) Part 2 (Children with handicaps)

Note. Maladaptive behavior scale yields raw scores with interpretative levels.

36

AAMR ABS Content Factor/Domain

N of Items Resid/ Cmnty

Part I (Personal independence) Personal Self-Sufficiency Independent Functioning Physical Development Community Self-Sufficiency Independent Functioning Economic Activity Language Development Numbers & Time Domestic Activity Prevocational/Vocational Activity Personal-Social Responsibility Prevocational/Vocational Activity Self-Direction Responsibility Socialization Part II (Personality/behavior) Social Adjustment Social Behavior Conformity Trustworthiness Personal-Social Responsibility Stereotyped & Hyperactive Behavior Sexual Behavior Self-Abusive Behavior (Other) Social Engagement Disturbing Interpersonal Behavior

356 . 103 76 27 177 57 28 47 15 27 3 76 9 26 12 29 . 256 . 108 45 33 30 90 40 24 26 . 23 35

School 329 . 103 76 27 150 57 28 47 15 . 3 76 9 26 12 29 . 232 . 108 45 33 30 66 40 . 26 . 23 35

Type of Score Age

Pct

. . X X X X X X X X X X X X X X X . . . . . . . . . . . . . .

Note. Item types are scored yes/no or select which statement best applies. For comparability with other scales, each statement is counted as an item.

37

. . X X X X X X X X X X X X X X X . . . X X X X X X X X . X X

Std . . X X X X X X X X X X X X X X X . . . X X X X X X X X . X X

ICAP Content Item scale/subscale

N of Items

10 . 14 10 . . 2 . 2 . 26 . 16 . 77 18 19 21 19 . 24 9 6 9

Descriptive Characteristics age/height/weight/legal status Primary & Additional Diagnoses Special Needs vision/hearing/mobility healthcare/medication Residential Supports now & in the future School/Vocational Supports now & in the future Other Support Services now & in the future Social/Leisure Activities Adaptive Behavior Motor Skills Social & Communication Skills Personal Living Skills Community Living Skills Maladaptive Behavior Self-injury/Stereotyped/Withdrawn Offensive/Uncooperative Disruptive/Destructive/Hurts others

Type of Score Age

Pct

Std

. . . . . . . . . . . . . . X X X X X . . . . .

. . . . . . . . . . . . . . X X X X X . . . . .

. . . . . . . . . . . . . . X X X X X . X X X X

Note. The ICAP also provides a Service Score, an overall score that combines adaptive and maladaptive behavior.

38

Standardization and Norming Adaptive Behavior Full Scales (a) SIB-R

Vineland Standard

AAMR School

ICAP

Norm group age in yrs.

0 - 90

0 - 18 (b)

3 - 18

0 - 50

Norm group size

2,182

3,000

1,254

1,764

Supplemental standardization group (Children & adults with handicaps)

1,681

2,844

2,074 (c)

1,681

Measurement technique

Rasch

Rasch

Classic

Rasch

N of items

259

261

329

77

Standard score (SD=15) error @ 8 yrs.

±2

±4 (d)

±3

±6

Split-half/alpha reliability @ 8-9 yrs.

.98

.93

.91

.84

Test-retest reliability @ 6-13 yrs. (same interviewer 2-4 weeks apart)

.98

.85

.66 (e)

.94

Inter-rater reliability @ 6-18 yrs. (two interviewers)

.95

.74

.74 (e)

.94 (f)

Subscale intercorrelations

yes

yes

yes

yes

Construct validity - correlation with age 0-18

.91

-

.41

.91

Criterion validity - correlation with IQ (g)

.20 -.78

.28 -.52

.41 -.72

.29 -.91

Criterion validity - correlation with other AB scales

.66 -.81

.55 -.58

.53 -.61

.64 -.75

Comparison scores for age matched groups of non-handicapped students and those with hearing, learning, and emotional disabilities

yes

-

-

yes

Discriminant analysis for school placement level and level of mental retardation

yes

-

-

yes

Note. These statistics, selected from the tests' manuals, are for non-handicapped groups of comparable age, unless otherwise indicated. Consult the tests' manuals for additional reliability and validity studies with other ages and other groups. (a) The AAMR does not have a total score; data are averages for the three factors The Vineland Motor Skills domain ends at age 6; data for older children are averages for 3 domains. (b) Classroom edition: age 3-12. (c) Residential & Community form: 4,103. (d) Expanded form ± 3; Classroom form ± 2. (e) Emotionally disturbed grade 9-11; no study for non-handicapped children. (f) Mentally retarded adults; no study for non-handicapped children. (g) Correlations range from high for heterogeneous groups of handicapped children to low for non-handicapped adults.

39

Standardization and Norming Problem Behavior Scales SIB-R & ICAP (a) Norm group age in yrs.

Vineland Part 1 Part 2

AAMR School (b)

0 - 50

5 - 18

-

3 - 18

778

2,000

0

1,254

Supplemental standardization group (Children & adults with handicaps)

1,681

2,844

2,844

2,074

Development technique

Fac. anal.

-

-

Fac. anal.

16

27

9

232

±2.5 / 10

-

-

±3.8 / 15

Split-half/alpha reliability @ 8-9 yrs.

(c)

.87

-

.94

Test-retest reliability @ 6-13 yrs. (same interviewer 2-4 weeks apart)

.86

.88

-

.83 (d)

Inter-rater reliability @ 6-18 yrs. (two interviewers)

.83

.74

-

.57 (d)

Maladaptive subscale intercorrelations

yes

-

-

yes

Criterion validity - correlation with other maladaptive scales

.09 to .58

-

-

-

Comparison scores for age matched groups of non-handicapped students and those with hearing, learning, and emotional disabilities

yes

-

-

-

Discriminant analysis for school placement level and level of mental retardation

yes

-

-

-

Norm group size

N of items Std. error of measure / SD @ 6-11 yrs.

Note. These statistics, selected from the tests' manuals, are for non-handicapped groups of comparable age, unless otherwise indicated. Consult the tests' manuals for additional reliability and validity studies with other ages and other groups. None of the four tests found consistent relationships between maladaptive behavior and intelligence. Each found a slight negative relationship between maladaptive behavior and age, and each factors age into their scoring systems. (a) The SIB-R and the ICAP have the same problem behavior scale. (b) The AAMR does not have a total score; data are averages for the two factors. (c) SIB-R/ICAP maladaptive behavior categories are mutually exclusive. (d) Emotionally disturbed grade 9-11; no study for non-handicapped children.

40

Appendix 3 Social Competence in the Workplace -Experimental Version by L. Nota and S. Soresi Listed below are a number of social behaviors that can favour or worsen relationships and performances in the work setting. The supervisor is required to indicate whether in any working day each worker has actually has had (YES) or not (NO) such behaviors. Please indicate YN (neither YES nor NO) when uncertain between YES or NO. However, please try to use YN as little as possible.

Worker:

________________________________________

Date:

________________________________________

Supervisor:

________________________________________

1.

Today has arrived at work on time.

❑ YES ❑ NO ❑ YN

2.

Today has worked continuously in working hours.

❑ YES ❑ NO ❑ YN

3.

Today has worked autonomously.

❑ YES ❑ NO ❑ YN

4.

Today has taken the breaks at the right times.

❑ YES ❑ NO ❑ YN

5.

Today has left his/her place before due time giving a reason. ❑ YES ❑ NO ❑YN

6.

Today has been productive.

❑ YES ❑ NO ❑ YN

7.

Today has worked quickly.

❑ YES ❑ NO ❑ YN

8.

Today has done his/her work accurately.

❑ YES ❑ NO ❑ YN

9.

Today has done all the work requested of him/her.

❑ YES ❑ NO ❑ YN

Today has talked with the supervisor about topics not

❑ YES ❑ NO ❑ YN

10.

inherent in the job (weather, health, etc.). 11.

Today has talked with other workers about topics not

❑ YES ❑ NO ❑ YN

inherent in the job (weather, health, etc.). 12.

Today ha said ‘hello’ to the supervisor.

41

❑ YES ❑ NO ❑ YN

13.

Today has said ‘hello’ to other workers.

❑ YES ❑ NO ❑ YN

14.

Today has paid compliments to other workers.

❑ YES ❑ NO ❑ YN

15.

Today has accepted the supervisor’s compliments.

❑ YES ❑ NO ❑ YN

16.

Today has accepted other workers’ compliments.

❑ YES ❑ NO ❑ YN

17.

Today has used forms of politeness (“please”, “thank

❑ YES ❑ NO ❑ YN

you”, etc.)with the supervisor. 18.

Today has used forms of politeness (“please”, “thank

❑ YES ❑ NO ❑ YN

you”, etc.)with other workers. 19.

Today has joked in a positive way with the supervisor.

❑ YES ❑ NO ❑ YN

20.

Today has joked in a positive way with other workers.

❑ YES ❑ NO ❑ YN

21.

Today has followed the supervisor’s working instructions. ❑ YES ❑ NO ❑ YN

22.

Today has asked the supervisor for information on how to

❑ YES ❑ NO ❑ YN

continue his/her work. 23.

Today has helped other workers.

❑ YES ❑ NO ❑ YN

24.

Today has asked other workers for help.

❑ YES ❑ NO ❑ YN

25.

Today has given other workers the necessary material

❑ YES ❑ NO ❑ YN

for their work. 26.

Today has told other workers in an adequate way (without ❑ YES ❑ NO ❑ YN shouting, offending, etc.) that they had done something wrong.

27.

Today has told other workers in an adequate way that they ❑ YES ❑ NO ❑ YN must work harder.

28.

Today has accepted the supervisor’s observations on a job ❑ YES ❑ NO ❑ YN done wrongly.

29.

Today has accepted other workers’ observations on a job

❑ YES ❑ NO ❑ YN

done wrongly. 30.

Today has accepted the supervisor’s help.

❑ YES ❑ NO ❑ YN

31.

Today has accepted other workers’ help.

❑ YES ❑ NO ❑ YN

32.

Today has looked the supervisor in the face when he/she

❑ YES ❑ NO ❑ YN

was talking with him/her. 33. Today has looked the other workers in the face when he/she

42

❑ YES ❑ NO ❑ YN

was talking with them. 34.

Today has used an adequate tone of voice when speaking

❑ YES ❑ NO ❑ YN

with the supervisor. 35.

Today has used an adequate tone of voice when speaking

❑ YES ❑ NO ❑ YN

with other workers. 36.

Today has not followed instructions, has done other things. ❑ YES ❑ NO ❑ YN

37.

Today has not asked for help when it was necessary.

38.

Today has mocked other workers about their performance. ❑ YES ❑ NO ❑ YN

39.

Today has distracted other workers while they were

❑ YES ❑ NO ❑ YN ❑ YES ❑ NO ❑ YN

working. 40.

Today, during work time, has tried to speak to the

❑ YES ❑ NO ❑ YN

supervisor about topics that had nothing to do with work. 41.

Today has had longer breaks than allowed.

42.

Today has not accepted observations, has replied impolitely. ❑ YES ❑ NO ❑YN

43.

Today has told other workers in an inadequate way

❑ YES ❑ NO ❑ YN

(offending,shouting, etc.) that they had made a mistake.

❑ YES ❑ NO ❑ YN

Today has often asked what to do, has not been

.❑ YES ❑ NO ❑YN

44.

❑ YES ❑ NO ❑ YN

autonomous 45.

Today has used obscene language when speaking with the ❑ YES ❑ NO ❑ YN supervisor.

46.

Today has used obscene language when speaking with

❑ YES ❑ NO ❑ YN

other workers. 47.

Today has used trivial excuses not to work.

❑ YES ❑ NO ❑ YN

48.

Today has shown little care in his/her clothing.

❑ YES ❑ NO ❑ YN

49.

Today was not very clean, hygienically speaking.

❑ YES ❑ NO ❑ YN

50.

Today has not kept to the rules.

❑ YES ❑ NO ❑ YN

51.

Today has got bored.

❑ YES ❑ NO ❑ YN

52.

Today has shown depression.

❑ YES ❑ NO ❑ YN

53.

Today was “absent”.

❑ YES ❑ NO ❑ YN

54.

Today has got cross very easily.

❑ YES ❑ NO ❑ YN

55.

Today has got tired straight away.

❑ YES ❑ NO ❑ YN

43

56.

Today has been physically aggressive toward other

❑ YES ❑ NO ❑ YN

workers. 57.

Today has been physically aggressive toward the

❑ YES ❑ NO ❑ YN

supervisor. 58.

Today has been physically aggressive toward the work setting (furniture, materials, etc.).

44

❑ YES ❑ NO ❑ YN