Title

Predictive and discriminant validity of the Social Skills Rating System and the Early Prevention for School Failure Program for first-grade success

Date of Award

1993

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Advisor

Sherri Bain

Advisor Department

Psychology

Abstract

There is paucity in research on predicting academic success and in discriminating between children considered at-risk for school failure based upon positive social skills and the Early Prevention for School Failure Program. The present study focused on variables from the Social Skills Rating System and Early Prevention for School Failure Program in predicting academic achievement and discriminating between children promoted, retained, or placed in an intensive assistance classroom. Results indicate that the Social Skills Rating System and Early Prevention For School Failure accurately identified children considered at-risk. Both social skills, primarily Cooperation and Self-Control and developmental skills, primarily Receptive Language and Visual-Memory, were extremely important in predicting academic success and in discriminating between children considered at-risk.