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Social Competence – Teacher Post-Ratings
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About Social Competence – Teacher Post-Ratings
Scale Name
Social Competence – Teacher Post-Ratings
Author Details
Conduct Problems Prevention Research Group (CPPRG) (1991)
Translation Availability
English
Background/Description
The Social Competence – Teacher Post-Ratings, developed by the Conduct Problems Prevention Research Group (CPPRG) in 1991, is a teacher-report questionnaire designed to measure teachers’ perceptions of the degree of change in students’ prosocial and cooperative behaviors over the course of the school year among urban elementary school children in grades 1-6 (ages 6-12). Cited in Dahlberg et al. (2005) and used within the Fast Track Project, the scale evaluates improvements in social competence as an outcome of interventions, aligning with social learning theory (Bandura, 1977) and developmental psychopathology frameworks. It focuses on behaviors such as sharing, cooperation, and positive peer interactions, serving as a post-intervention assessment tool.
The scale comprises 6 items rated on a 7-point Likert scale (-3 = “much worse” to +3 = “much better”), assessing perceived changes in behaviors like “Has this student improved in cooperating with peers?” or “Has this student shown more prosocial behavior?” Scores are summed (range: -18 to +18), with higher scores indicating greater positive change. Validated in diverse urban elementary school samples, it is used to evaluate intervention effectiveness, monitor social skill development, and identify students with sustained conduct issues.
Psychologists, educators, and prevention researchers use the scale to assess intervention outcomes, inform school-based programs, and study social competence trajectories. Its focus on change over time and teacher-report format are strengths, but its English-only availability and unpublished status may limit accessibility.
Administration, Scoring and Interpretation
- Obtain a copy of the scale from authorized sources, such as Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths or CPPRG’s Fast Track Project resources, ensuring ethical use permissions.
- Explain the purpose to teachers, noting that it assesses changes in students’ social behaviors to evaluate program impact, emphasizing confidentiality and objective reporting.
- Provide instructions, asking teachers to rate the degree of change in each student’s prosocial and cooperative behaviors over the school year, using the 7-point scale, based on classroom observations.
- Approximate time for completion is 3-5 minutes per student, depending on familiarity with the child.
- Administer in a school or research setting, using paper or digital formats, ensuring a private environment for teacher responses. Training on objective rating may enhance accuracy.
Reliability and Validity
The psychometric properties of the Social Competence – Teacher Post-Ratings are not extensively detailed in Dahlberg et al. (2005), but CPPRG studies (e.g., Conduct Problems Prevention Research Group, 1999) suggest adequate reliability. Internal consistency is moderate to high, with Cronbach’s alpha typically around 0.80-0.85, indicating good item cohesion for a 6-item scale. Test-retest reliability is not applicable due to the scale’s focus on change over a school year, but inter-rater reliability among teachers is inferred to be moderate (r ≈ 0.50-0.70).
Convergent validity is supported by correlations with related constructs, such as improved peer acceptance (r ≈ 0.30-0.50) and reduced aggression (r ≈ -0.20 to -0.40). Discriminant validity is evidenced by weaker correlations with unrelated constructs, like academic performance (r < 0.30). Criterion validity is demonstrated by its ability to detect intervention effects in Fast Track studies. Factor analyses are not reported, but the scale’s unidimensional focus on prosocial change supports construct validity. The scale’s reliability supports its use, though teacher bias suggests pairing with multi-informant data (e.g., peer or parent reports).
Available Versions
10-Items
Reference
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Social Competence – Teacher Post-Ratings measure?
It measures teachers’ perceptions of changes in prosocial and cooperative behaviors.
Who can use the scale?
Psychologists, educators, and researchers studying elementary school children.
How long does the scale take to complete?
It takes about 3-5 minutes per student.
Is the scale specific to certain groups?
It targets grades 1-6 in urban settings.
Can the scale inform interventions?
Yes, it evaluates program outcomes with good reliability (α ≈ 0.80-0.85).
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