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Social Competence Scale – Teacher Version
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About Social Competence Scale – Teacher Version
Scale Name
Social Competence Scale – Teacher Version
Author Details
Fast Track Project
Translation Availability
Not Sure
Background/Description
The Social Competence Scale – Teacher Version (SCT) emerged from the Fast Track Project, a ten-year initiative aimed at improving academic, behavioral, and social outcomes for at-risk children exhibiting aggressive and disruptive behaviors. Recognizing the complex interplay between social skills, emotional regulation, and academic success, the Fast Track team crafted the SCT as a tool for teachers to assess these crucial development areas in their students.
Building on Existing Frameworks: While not reinventing the wheel, the SCT drew inspiration from established measures like the Kendall and Wilcox (1979) and Gersten (1976) scales. These assessments provided valuable groundwork for understanding prosocial behaviors and skills in children. Building upon these foundations, the CPPRG at Duke University further developed the SCT, tailoring it specifically to the Fast Track Project’s focus on at-risk children and expanding its scope to include emotional regulation and academic skills.
A Multi-Dimensional Assessment: The SCT is not a one-dimensional tool. It delves into three key domains:
- Prosocial/Communication Skills: This subscale investigates how well children interact with others, share, communicate effectively, and resolve conflicts peacefully.
- Emotional Regulation Skills: This area focuses on a child’s ability to manage their emotions, cope with frustration, and adapt to different situations.
- Academic Skills: The SCT also provides insight into a child’s engagement in learning, ability to follow instructions, and overall academic performance.
Beyond a Simple Score: The SCT goes beyond assigning a single score to a child. Its 25 items, rated by teachers on a frequency scale, allow for nuanced analysis of a child’s strengths and weaknesses across the three subdomains. This detailed picture empowers teachers to design targeted interventions and support that address specific areas of need, ultimately promoting a child’s social, emotional, and academic well-being.
Administration, Scoring and Interpretation
- Preparation: Choose a quiet space where teachers can complete the questionnaire without interruptions. Set aside dedicated time for them to focus on the task.
- Instructions: Briefly introduce the SCT, explaining its purpose and emphasizing the importance of honest and objective responses. You can provide teachers with printed instructions or walk them through the process verbally.
- Completing the questionnaire: Teachers rate each of the 25 statements on a 4-point frequency scale.
- Scoring: Once completed, the questionnaires can be scored manually or using online tools. Each subscale (prosocial/communication skills, emotional regulation skills, and academic skills) has its own score calculated by averaging the corresponding item ratings. Additionally, an overall SCT score can be obtained by averaging all 25 item ratings.
- Interpretation: Review the subscale and total scores to gain insights into the student’s strengths and weaknesses across the assessed domains. Consider using the scores to inform individual interventions, classroom modifications, or parent conversations.
Reliability and Validity
The Social Competence Scale – Teacher Version (SCT) has undergone rigorous testing to establish its reliability and validity as a measure of children’s social, emotional, and academic skills. Here’s a closer look at its strengths in these areas:
- Internal consistency: The SCT demonstrates high internal consistency, meaning the items within each subscale and the overall scale are well-correlated. This indicates that they measure the same underlying construct reliably. Studies report Cronbach’s alpha coefficients exceeding 0.90 for the total score and subscale scores, exceeding the benchmark for acceptable reliability.
- Test-retest reliability: The SCT shows good test-retest reliability, suggesting that teachers’ ratings remain relatively stable over time when assessing the same student within a reasonable timeframe (e.g., a few weeks). This reinforces the consistency and dependability of the SCT’s measurements.
- Content validity: The SCT items directly reflect relevant behaviors and skills within the domains of prosocial/communication skills, emotional regulation skills, and academic skills. This ensures the scale covers the intended areas of assessment and minimizes the risk of irrelevant content influencing the results.
- Criterion validity: The SCT correlates positively with other measures of social and academic competence, both from teachers and parents. This supports the idea that the SCT captures similar constructs as other established assessments, strengthening its validity.
- Construct validity: Studies have provided evidence for the SCT’s construct validity by demonstrating that it differentiates between groups of children expected to show different levels of social competence, such as children with and without disruptive behavior disorders. This further suggests that the SCT measures what it is intended to measure and is not simply capturing random variations.
Available Versions
25-Items
Reference
Corrigan, A. (2003). Social Competence Scale–Teacher Version. Fast Track Project Technical Report.
Important Link
Scale File:
Frequently Asked Questions
What is it?
25-item questionnaire for teachers to assess students’ social, emotional, & academic skills.
What domains does it cover?
Prosocial/communication skills, emotional regulation skills, & academic skills.
How reliable is it?
High internal consistency & test-retest reliability.
How valid is it?
Strong content, criterion, & construct validity.
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