By Michael Bullis, Ph.D. Vicki Nishioka, B.A., H.D. Bud Fredericks, Ed.E, and Cheryl Davis, Ph.D.
Student's name (or code):
Site/program:
Rater's name: [1st Rater if applicable]
Rater's Position:
Completion Date:
Directions for Completion of the SSSP
The purpose of the Scale of Job-related Social Skill Performance (SSSP) is to assess the social skill performance of adolescents and young adults with behavioral disorders in work settings. This measure was developed for a target population of males and females, aged 14 to 21 years, with emotional or behavioral disorders (EBD). The SSSP is a rating scale that is designed to be completed by a third-party judge who is aware of the social behaviors performed by the adolescent or young adult when interacting with supervisors or co-workers in vocational placements. The rater must be familiar enough with the individual to judge his or her behaviors in relation to these persons and settings. There is no hard and fast rule regarding how well a rater must know the person in question in order to rate the items accurately. Obviously, the better one knows the person the more likely it is that an accurate assessment will be completed. In general, we believe that it is necessary to know an individual for at least four weeks and to have had some opportunity to either observe them interacting with or have knowledge of previous interactions with, work supervisors and co-workers.
The SSSP consists of six separate sections or factors. Factors 1 through 5 relate to social behaviors. The following scale is used in the ratings:
- The individual is proficient in this behavior.
4. The individual is somewhat proficient in this behavior.
- The individual is fair in this behavior.
2. The individual is somewhat inept in this behavior.
- The individual is inept in this behavior.
Factor 6 uses a different scoring system and relates to negative social behavior. These behaviors are, by definition, ineffective. Consequently, they must be judged by the frequency with which they are performed or exhibited. For each of these items, you are to circle the single number on the corresponding scale that best represents the frequency as rated on the following scale.
- The individual never exhibits the behavior.
4. The individual exhibits the behavior several times yearly.
- The individual exhibits the behavior several times monthly.
2. The individual exhibits the behavior several times weekly.
- The individual exhibits the behavior several times daily.
Remember:
- Mark only one response per item.
- Mark all of the items.
- Never mark between the numbers on the scale.
When you have completed the rating of a student on a factor, use the space at the end of the section to calculate the student's score for that factor (see the example below on the Body Movement factor. The totals for each factor should be copied to the Worker Score column of the Worker Profile located at the end of the scale. Completing this information will help you with the interpretation of the student's scores, which is discussed in the next section.
Example of scoring for completed factor.
Body Movement (How well does the individual…) | Proficient | Somewhat Proficient | Fair | Somewhat Inept | Inept |
65. Limit small hand movements that are unrelated to the conversation with the work supervisor (twirling hair, scratching)? | 5 | 4 | 3 | 2 | 1 |
66. Limit small hand movements that are unrelated to conversations with co-workers (twirling hair, scratching)? | 5 | 4 | 3 | 2 | 1 |
67. Limit large movements of the arms, legs and buds to avoid changing bodily postures in social interactions with the work supervisor? | 5 | 4 | 3 | 2 | 1 |
68. Limit large movements of the arms, legs and buds to avoid changing bodily postures in social interactions with the work co-workers? | 5 | 4 | 3 | 2 | 1 |
Total = 18 | 2/10 | 2/8 | 0/0 | 0/0 | 0/0 |
Interpretation
Different individuals will present different job-related social skill strengths and weaknesses. Of course, it is necessary to gauge whether or not these fluctuations are practically important for interventions as it may not be necessary to address all six areas through social skill training. There are four options available to provide such criteria. First, there is the population of students with EBD from our field-test sample. Second, the scores from vocational education students without disabilities provide the most stringent guide for judging acceptable performance within the six areas. Third, a slightly less rigorous standard is provided by students with disabilities other than EBD. Fourth, as acceptable behavior may vary within individual job sites, it may be feasible to use the scores from a successful worker at the target student's own job site as a criterion. Thus, the SSSP and the companion knowledge test; the Scale of Job-related Social Skill Knowledge (SSSK)-could be completed on a worker with a positive work history to establish criteria in each of the areas. Examples of these four comparisons are presented below in a hypothetical example. Note that the standards listed for the vocational students without disabilities, the students with emotional or behavioral disorders, and students with disabilities other than emotional or behavioral disorders were established in the field-testing of SSSP and the SSSK.
Worker Profile
Scale | Worker Score | Total Possible | EBD Comparison | SPED Comparison | Voc. Ed. Comparison | Peer Comparison |
Positive Social Behavior | 170 | 225 | 150.72 | 160.55 | 185.18 | 188 |
Self Control | 42 | 60 | 38.02 | 43.50 | 50.85 | 52 |
Personal Issues | 21 | 35 | 19.36 | 22.52 | 25.74 | 23 |
Body Movements | 18 | 20 | 15.19 | 15.68 | 17.09 | 16 |
Personal Appearance | 17 | 20 | 15.59 | 16.33 | 17.82 | 15 |
Negative Social Behaviors | 60 | 75 | 60.45 | 64.42 | 69.03 | 70 |
SSSK | 82 | 120 | 78.75 | 80.75 | 91.34 | 90 |
Items
Positive Social Behavior
Positive Social Behavior
(How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat inept | Inept |
1. Ask for assistance from work supervisor if problems are encountered with work materials or tools? | 5 | 4 | 3 | 2 | 1 |
2. Ask for assistance from co-workers to complete a work task? | 5 | 4 | 3 | 2 | 1 |
3. Ask work supervisor for clarification in completing a new job? | 5 | 4 | 3 | 2 | 1 |
4. Ask work supervisor for assistance after encountering problems in his or her job? | 5 | 4 | 3 | 2 | 1 |
5. Give verbal affirmations (e.g. I see. OK, uh huh), providing feedback that he or she is attending to the work supervisor's comments? | 5 | 4 | 3 | 2 | 1 |
6. Give verbal affirmations (e.g. see. OK, uh huh), providing feedback that he or she is attending to the co- worker's comments? | 5 | 4 | 3 | 2 | 1 |
7. Use appropriate head movements to confirm or disagree with a point of conversation, or to emphasize a particular aspect(s) of a social interaction with work supervisor? | 5 | 4 | 3 | 2 | 1 |
8. Use appropriate head movements to confirm or disagree with a point of conversation, or to emphasize a particular aspect(s) of a social interaction with co-workers? | 5 | 4 | 3 | 2 | 1 |
9. Use arm or hand gestures to illustrate or emphasize a particular aspect(s) of social interactions when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
10. Use arm or hand gestures to illustrate or emphasize a particular aspect(s) of the social interaction when interacting with co-worker? | 5 | 4 | 3 | 2 | 1 |
11. Use smiling in social interactions with the work supervisor (e g. smiles made at appropriate times in a pleasing manner)? | 5 | 4 | 3 | 2 | 1 |
12. Use smiling in social interactions with co-workers (e.g, smiles made at appropriate times in a pleasing manner? | 5 | 4 | 3 | 2 | 1 |
13. Understand directions given by the work supervisor? | 5 | 4 | 3 | 2 | 1 |
14. Limit stuttering and stammering when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
15. Limit stuttering and stammering when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
16. Maintain eye contact when interacting with work supervisor (e.g, doesn't look away or try to "stare down”)? | 5 | 4 | 3 | 2 | 1 |
17. Maintain eye contact when interacting with co-workers (e.g., doesn't look away or try to "stare down”)? | 5 | 4 | 3 | 2 | 1 |
18. Modulate the tone of his or her voice when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
19. Modulate the tone of his or her voice when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
20. Time his or her responses to avoid letting too long a period of time lapse from when the comment is made before responding when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
21. Time responses to questions as not let too long a period of time lapse before responding to co-workers? | 5 | 4 | 3 | 2 | 1 |
22. Talk about subjects that are of mutual interest and of a common maturity level with co-workers? | 5 | 4 | 3 | 2 | 1 |
21. Tease and joke with co-workers? | 5 | 4 | 3 | 2 | 1 |
22. Offer criticism or correction to a co-worker? | 5 | 4 | 3 | 2 | 1 |
23. Develop friendships when interacting with co-workers?
| 5 | 4 | 3 | 2 | 1 |
24. Initiate dates with co-workers? | 5 | 4 | 3 | 2 | 1 |
25. Handle inappropriate sexual advances when interacting with co-worker? | 5 | 4 | 3 | 2 | 1 |
26. Stand up for himself or herself to avoid being taken advantage of when interacting with co-worker? | 5 | 4 | 3 | 2 | 1 |
27. Offer compliments to work supervisor? | 5 | 4 | 3 | 2 | 1 |
28. Offer compliments to co-workers | 5 | 4 | 3 | 2 | 1 |
29. Initiate conversations with work supervisor, or ask questions? | 5 | 4 | 3 | 2 | 1 |
30. Initiate conversations when interacting with co-workers or ask questions? | 5 | 4 | 3 | 2 | 1 |
31. Discuss problems regarding his or her work schedule with work supervisor? | 5 | 4 | 3 | 2 | 1 |
32. Negotiate with the work supervisor to revise or change work tasks? | 5 | 4 | 3 | 2 | 1 |
33. Respond to changes in supervision (e.g.. the usual work supervisor is replaced)? | 5 | 4 | 3 | 2 | 1 |
34. Respond when ordered to change jobs by work supervisor? | 5 | 4 | 3 | 2 | 1 |
35. Go about trading work tasks with a co-worker? | 5 | 4 | 3 | 2 | 1 |
36. Talk about job frustrations or problems with work supervisor? | 5 | 4 | 3 | 2 | 1 |
37. Respond if an initial solution to a social problem fails? | 5 | 4 | 3 | 2 | 1 |
38. Respond to inquiries from work supervisor about his or her personnel problems or life? | 5 | 4 | 3 | 2 | 1 |
39. Express personal concerns (e.g. problems with family or friends) to co-workers? | 5 | 4 | 3 | 2 | 1 |
40. Respond to questions and inquiries by work supervisor? | 5 | 4 | 3 | 2 | 1 |
41. Respond to questions and inquiries by co-workers? | 5 | 4 | 3 | 2 | 1 |
42. Use the correct job-related terms when discussing work issues or subjects with work supervisors? | 5 | 4 | 3 | 2 | 1 |
43. Use the correct job-related terms when discussing work issues or subjects with co-workers? | 5 | 4 | 3 | 2 | 1 |
Total: |
Self Control
Self Control (How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat Inept | Inept |
44. Time comments to avoid interrupting the co-worker? | 5 | 4 | 3 | 2 | 1 |
45. Modulate the volume of his or her voice when interacting with the work supervisor? | 5 | 4 | 3 | 2 | 1 |
46. Modulate the volume of his or her voice when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
47. Tease or ridicule co-workers? | 5 | 4 | 3 | 2 | 1 |
48. Stop teasing and joking with co-workers? | 5 | 4 | 3 | 2 | 1 |
49. Exhibit verbally aggressive behavior when interacting with the work supervisor? | 5 | 4 | 3 | 2 | 1 |
50. Become verbally aggressive when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
51. Become physically aggressive when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
52. Exhibit difficulty controlling his or her bad moods when interacting with the work supervisor? | 5 | 4 | 3 | 2 | 1 |
53. Fail to control his or her bad moods or emotions when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
54. Handle criticism about a work task when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
55. Allow horseplay to escalate and get out of hand when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
56. Handle criticism about a work task when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
57. Allow horseplay to escalate and get out of hand when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
Total = | 5*___ | 4*___ | 3*___ | 2*___ | 1*___ |
Personal Issues
Personal Issues (How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat Inept | Inept |
58. Respond when criticized or corrected by the work supervisor for making a mistake? | 5 | 4 | 3 | 2 | 1 |
59. Respond when criticized or corrected by the work supervisor for mistakes that are not the individual's | 5 | 4 | 3 | 2 | 1 |
60. Respond when asked by the work supervisor to work overtime or beyond the regularly scheduled work hours? | 5 | 4 | 3 | 2 | 1 |
61. Respond when rebuffed or slighted by the work supervisor when asking for assistance on a job? | 5 | 4 | 3 | 2 | 1 |
62. Ask for time off from work? | 5 | 4 | 3 | 2 | 1 |
63. Respond if not allowed to take time off work? | 5 | 4 | 3 | 2 | 1 |
64. Go about quitting his or her job? | 5 | 4 | 3 | 2 | 1 |
Total = | 5*___ | 4*___ | 3*___ | 2*___ | 1*___ |
Body Movements
Body Movement (How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat Inept | Inept |
65. Limit small hand movements that are unrelated to conversations with the work supervisor (e.g. twirling hair, scratching)? | 5 | 4 | 3 | 2 | 1 |
66. Limit small hand movements that are unrelated to conversations with co-workers (e.g. twirling hair. scratching)? | 5 | 4 | 3 | 2 | 1 |
67. Limit large movements of the arms. legs and body to avoid changing bodily postures in social interactions. | 5 | 4 | 3 | 2 | 1 |
68. Limit large movements of the arms, legs and body to avoid changing bodily postures in social interactions | 5 | 4 | 3 | 2 | 1 |
Total = | 5*___ | 4*___ | 3*___ | 2*___ | 1*___ |
Personal Appearance
Personal Appearance (How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat Inept | Inept |
69. Dress so as not to detract from social interactions with work supervisor? | 5 | 4 | 3 | 2 | 1 |
70. Dress so as not to detract from social interactions with co-workers? | 5 | 4 | 3 | 2 | 1 |
71. Maintain personal hygiene (e g.. bad breath) that could detract from the social interactions with work supervisor? | 5 | 4 | 3 | 2 | 1 |
72. Maintain personal hygiene (e.g., bad breath) so as not to detract from social interactions with co-workers? | 5 | 4 | 3 | 2 | 1 |
Total = | 5*___ | 4*___ | 3*___ | 2*___ | 1*___ |
Negative Social Behavior
Negative Social Behavior (How well does the individual…) | Proficient | Somewhat proficient | Fair | Somewhat Inept | Inept |
73. Use profanity when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
74. Take off work without approval? | 5 | 4 | 3 | 2 | 1 |
75. Exhibit physically aggressive behavior when interacting with co-worker? | 4 | 3 | 2 | 1 | |
76. Use drugs around co-workers? | 5 | 4 | 3 | 2 | 1 |
77. Use drugs around the work supervisor or in the work place? | 5 | 4 | 3 | 2 | 1 |
78. Try to pressure co-workers into using drugs at the work place? | 5 | 4 | 3 | 2 | 1 |
79. Resist pressure to use drugs or alcohol when interacting with co-worker? | 5 | 4 | 3 | 2 | 1 |
80. Lie when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
81. Lies when interacting with co-workers? | 5 | 4 | 3 | 2 | 1 |
82. Steal or damage materials or money that belongs to his or her place of employment? | 5 | 4 | 3 | 2 | 1 |
83. Steal or damage co-worker's personal property? | 5 | 4 | 3 | 2 | 1 |
84. Steal or damage co-worker's work materials or tools? | 5 | 4 | 3 | 2 | 1 |
85. Steal or damage the work supervisor’s personal property? | 5 | 4 | 3 | 2 | 1 |
86. Make inappropriate sexual comments or advances when interacting with work supervisor? | 5 | 4 | 3 | 2 | 1 |
87. Make inappropriate sexual comments or advances when interacting with co-worker? | |||||
Total = | 5*___ | 4*___ | 3*___ | 2*___ | 1*___ |
You are Done!
Complete the scoring grid below by copying the total scores for each factor to the Worker Score column. See the Interpretation discussion at the beginning of the scale for further instructions.
Worker Profile
Scale | Workers Scole | Total Possible | EBD Comparison | SPED Comparison | Voc Ed Comparison | Peer Comparison |
Positive Social Behaviors | 225 | 150.72 | 160.55 | 185.18 | ||
Self Control | 60 | 38.02 | 43.50 | 50.85 | ||
Personal Issues | 35 | 19.36 | 22.52 | 25.74 | ||
Body Movements | 20 | 15.19 | 15.68 | 17.09 | ||
Personal Appearance | 20 | 15.59 | 16.33 | 17.82 | ||
Negative Social Behaviors | 75 | 60.45 | 64.42 | 69.03 | ||
SSSK | 120 | 78.09 | 80.75 | 91.34 |