A pilot study of social competence assessment using interaction rating scale advanced

Area of Science:

• Psychology
• Social Sciences
• Educational Psychology

Background:

• Social skills are crucial for adolescent development.
• Assessing social competence requires reliable and valid instruments.
• The Interaction Rating Scale Advanced (IRSA) is a potential tool for evaluating social skills.

Purpose of the Study:

• To validate the Interaction Rating Scale Advanced (IRSA) as an evidence-based index of social skills.
• To determine the practical utility of the IRSA in assessing social competence.

Main Methods:

• A study involving 17 high school students.
• Participants engaged in a five-minute interaction session observed using the IRSA.
• Teacher's evaluation of students' social competence based on regular school observations.

Main Results:

• A high correlation was found between IRSA scores and teacher's practical evaluations.
• The IRSA demonstrated high validity in measuring social competence.
• The study confirmed the IRSA's ability to assess social skills.

Conclusions:

• The IRSA is a valid and reliable tool for measuring social competence in adolescents.
• Evaluating diverse interaction features, as done by IRSA subscales, is vital for understanding social competence development.
• The IRSA can be a valuable instrument in educational and psychological research on social skills.