Screening for Social Communication and Mental Health Needs in Schools: Initial Validation of the School-Based Social Communication Skill Set Screener (SBSCSSS)

Author:

Canfield James P1,Kokotek Leslie2,Kim Suk Hee3,Kinney Wayne4,Harley Dana5

Affiliation:

1. School of Social Work, Louisiana State University James P. Canfield, PhD, is assistant professor, , 1562 Pleasant Hall, Baton Rouge, LA 70803, USA

2. University of Cincinnati Leslie Kokotek, PhD, is postdoctoral research fellow, , Cincinnati, OH, USA

3. School of Social Work, Northern Kentucky University Suk Hee Kim, PhD, is associate professor, , Highland Heights, KY, USA

4. University of Cincinnati Wayne Kinney, PhD, is program director for BSW distance learning, , Cincinnati, OH, USA

5. School of Social Work, College of Allied Health Sciences, University of Cincinnati Dana Harley, PhD, is associate professor, , Cincinnati, OH, USA

Abstract

Social communication is closely related to overall and general adolescent mental health and predictive of problem behaviors in adulthood. However, adolescents with social communication deficits remain an underidentified and underserved population, especially in school-based settings. In part, this is due to the dearth of social communication measures developed for use, and within, school contexts. The School-Based Social Communication Skill Set Screener (SBSCSSS) was developed as a schoolwide rapid assessment measure for students’ perceptions of their own skills and problems stemming from potential social communication issues. This study aims to provide initial psychometric evidence for the SBSCSSS by analyzing a data set of schoolwide needs assessment responses conducted at an urban Appalachian high school. Exploratory factor analyses identified a three-factor structure across 23 items. Internal consistency calculations found that each factor, including a global factor, had high levels of internal consistency. Convergent validity findings are also provided. Initial psychometric evidence for the SBSCSSS indicates a potential valid and reliable tool to examine perceived social communication skills for high school students. The article concludes with a discussion of the implications for future research and practice.

Publisher

Oxford University Press (OUP)

Subject

Education,Health (social science)

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