Thesis
title: Psychometric Properties of a Social Skills Assessment Using Virtual
Environment
Explanation:
This study investigated the
psychometric properties of a Virtual Environment based social skills assessment
in terms of (a) acceptability; (b) ability to elicit similar social skills, (c)
validity, and; (d) feasibility in comparison to the traditional Role-Play Task.
Participants were 46 children, ages 7 to 14, who underwent two assessment
conditions: RPT and VE BAT. Self-report measures, observer ratings, and
subjective distress were examined during the two behavioral assessment task,
while blinded observers rated overall social anxiety and aspects of social
skills, such as (a) voice volume; (b) speech latency; (c) number of words
spoken; (d) appropriateness of response and; (e) vocal fluidity. The results
indicated that VE BAT: (a) was as equally accepted by participants as the RPT;
(b) elicited somewhat less anxiety and somewhat more skilled social behavior;
(c) demonstrated moderate concurrent validity with the SPAI-C, but was not
correlated with unrelated measures of SAD, thus demonstrating discriminant
validity, and (d) was more feasible to implement in terms of program and
personnel costs and time than the traditional RPT. In conclusion, this
study addresses many limitations of conducting RPTs and, overall, supports the
utilization of VE BATS as a viable alternative to behaviorally assessing social
skills in children. Further implications for the current study include that VEs
have potential in the armamentarium for social skills training with children
with SAD.
Outline of Studies Major: Psychology – Clinical Educational Career:
Committee in Charge Committee Chair: Deborah Beidel,
Ph.D, ABPP Department Committee Member:
Clint Bowers, Ph.D Department Committee Member:
Sandra Neer, Ph.D Outside Committee Member: Other Committee Member:
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