Interest in social and emotional learning (SEL) skills is growing rapidly with all 50 states adopting SEL standards for preschool children. However, data on these types of skills for young children are limited due to a paucity of psychometrically-sound assessments. Further, most available assessments are lengthy and minimally aligned with widely used SEL frameworks such as the model proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Thus, the current study focused on the development of valid and time-efficient rating scales of young children's SEL skills using teachers and parents as informants. We used item response theory to select items from the SSIS Social Emotional Learning Edition (SSIS SEL; Gresham & Elliott, 2017) using the national standardization sample of the measure. We then examined initial evidence of score reliability, validity, and fairness for the SSIS SEL Brief Scales – Preschool Forms resulting from this process. Results provide initial evidence for score reliability, validity, and fairness for both the Teacher and Parent versions of this measure.

随着所有50个州对学龄前儿童采用SEL标准，人们对社交和情感学习（SEL）技能的兴趣正在迅速增长。但是，由于缺乏足够的心理测验评估，有关幼儿的这些技能的数据有限。此外，大多数可用的评估都是冗长的，并且与广泛使用的SEL框架（例如，学术，社会和情感学习合作组织（CASEL）提出的模型）之间的关联最少。因此，当前的研究集中在以老师和父母为被告者的情况下，开发有效且省时的幼儿SEL能力评估量表。我们使用项目反应理论，使用国家标准化量度样本从SSIS社会情感学习版（SSIS SEL; Gresham＆Elliott，2017）中选择项目。然后，我们检查了SSIS SEL简易量表–由该过程产生的学龄前形式的分数可靠性，有效性和公平性的初步证据。结果为该评估的教师版本和家长版本提供了分数可靠性，有效性和公平性的初步证据。