The Instruments

The SEL Strengths Builder Method is an extension of the evidence-based Assess-Plan-Improve continuous improvement sequence (YPQI). The Strengths Builder method includes three areas of assessment designed to focus OST staff on a program’s SEL strengths: 1. Assessing SEL Curriculum Design: Build a better understanding of your curriculum sequence in two parts – the youth-driven learning project at the heart of the offering (e.g., build a boat), and the parallel SEL content sequence that fosters SEL skill growth. 2. Assessing SEL Practices: Reflect on the intensity and quality of the responsive practices you implement to support youth in building their social and emotional skills. 3. Assessing Youth SEL Skills: Create a baseline profile of the social and emotional skills of the youth you serve and what it looks like when these youth are demonstrating SEL in your program.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The SDQP was designed to assess two areas of academic self‐concept (Verbal and Math) and four areas of nonacademic self‐concept (Physical, Appearance, Peers, and Parents). for preschool children (preschool children do not clearly understand General self‐concept items; see also Harter & Pike, 1984) This measure is a downward extension of the SDQ–I (Marsh, Craven, & Debus, 1991), an excellent instrument in terms of psychometric properties and construct validation (see, e.g., Byrne, 1996).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The SDI is a set of measures to assess a student's self determination. It includes questions about choice making, goal setting, and decision making. The Inventory includes a self-report measure for people aged 13-22 with or without disabilities, as well as a parent or teacher report for an outside perspective. These two assessments can be combined for a full view of a student's self-determination. The assessment uses a continuous scale between "Agree" and "Disagree" on their online platform.  For a non-visual option, those using a screen reader can use higher numbers to show higher agreement. There are 17 questions in the measure.  Subscore(s): Goal Setting

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Self-Directed Learning Readiness Scale (SDLRS) measures the attitudes and skills that are associated with an individual's readiness to manage his or her own learning.

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The SEQ-C measures children's self-efficacy. It was designed to be used in the study of affective disorders. Subscore(s): Academic self-efficacy, Social self-efficacy, Emotional self-efficacy

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This Self-Perceived Influence measure is designed to assess an individual's perception of their involvement and influence as a member of a team in juxtaposition to how team members interact with said individual. The assessment contains five items each of which is on a six-point scale that ranges from strongly disagree (1) to strongly agree (6). Subscore(s): Self perceived influence

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Self-Regulation Strategy Inventory-Self Report (SRSI-SR) was developed to assess students' use of self-regulation strategies. Subscore(s): There are three subscores: Seeking and learning information, Maladaptive regulatory behaviors, Managing environment/behavior

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Measures: Students’ feelings of caring/supportiveness and autonomy and influence in their classroom and school. Self‐report measure of students’ sense of the classroom as a community (Battistich et. al. 1997). The initial measure included items representing two elements of community: (a) students’ perceptions that they and their classmates cared about and were supportive of one another (7 items: e.g., “students at this school work together to solve problems,” “the students in this class really care about one another,” “my class is like a family”); and (b) students’ perceptions that they had an active and important role in classroom norm setting and decision making (10 items: e.g., “Teachers and students plan things together at this school.,” “ in my class the teacher and students decide together what the rules will be”). (Battistich et. al.1997).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Studies show that people of color (Steele & Aronson, 1995), first-generation college students (Stephens, Hamedani, & Destin, 2014), and women (Inzlicht & Ben-Zeev, 2000) may struggle in school (or, in the case of women, in science, technology, engineering, and math classes) because they feel they do not belong there. Yet reassuring students that they indeed “fit” in school, majors, or other groups helps them learn more, earn better grades, and even avoid illness (Walton & Cohen, 2011). Because education and health are important drivers of social mobility (Card, 2001; Halleröd & Gustafsson, 2011), increasing people’s sense of social fit may be one pathway out of poverty. The Sense of Social Fit Scale is a 17-item measure that assesses how much a person feels they belong in a group, such as a school, club, or academic department. Researchers have used this measure with college students whose parents did not earn a four-year degree (i.e., first-generation college students, Stephens, Hamedani, & Destin, 2014), college students in remedial classes (Devers, et al., 2016), and American and Canadian college students of African, Asian, European, Latinx, and Native heritages (Walton & Cohen, 2007; Walton et al., 2012).

The Shyness Mindset Scale (Valentiner et al., 2011) is an open-source 4-item measure of perceptions about social interaction and competence as well as specific beliefs regarding shyness in social settings. This measure was developed in the context of a study that applied mindset theory to the domain of inhibited social behavior using a sample of 93 incoming college freshmen. It was adapted from Dweck's work on mindset for intelligence (Hong, Chiu, Dweck, Lin, & Wan, 1999).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Situational Test of Emotion Management is an open-source, performance-based multiple choice test that measures how well one is able to manage their emotions. It was developed in combination with the Situational Test of Emotional Understanding. Both long and short forms are available, as well as an 11-item form appropriate for youth ages 11-15 and their parents called the STEM-Y.  Subscore(s): Emotion management

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The SEI-YV assesses emotional intelligence and capabilities of youth. The results are intended to help teachers or youth understand their strengths and competencies, both individually and in a group setting. The SEI-YV provides snapshots of five areas: good health, relationship quality, life satisfaction, personal achievement, and self-efficacy. Subscore(s): Emotional Intelligence

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief, norm-referenced tool for screening all students to identify those who are at risk for social-emotional behavior (SEB) problems. SAEBRS is one of the only SEB universal screening tools built to assess both the absence of problem behaviors and symptomatology (e.g., internalizing and externalizing behaviors) and the presence of well-being and competencies (e.g., social-emotional skills).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Fly Five’s digital platform includes a signature suite of assessments intended to build teacher awareness of their own social and emotional type, empower teacher decision-making, and help teachers identify their classroom SEL type at the end of the year after teaching the curriculum. The Social and Emotional Type Inventory (SETI) is a typology inventory intended to help adults identify their areas of strength and growth in their social and emotional competence. The responses to the SETI are used to identify the user as a member of one of four SEL family types. Each of the four family types (Creators, Harmonizers, Administrators, Movers) has eight members, leading to a total of 32 social and emotional types. Teachers take the SETI once a year, ideally prior to completing the 10 hours of professional development. The SETI profile is downloadable, and a copy is saved to the teacher’s profile for three years. Unlike a personality typology, one’s SETI type is not fixed; it is expected that the profile will change over time. Subscore(s): Fly Five’s digital platform includes a signature suite of assessments intended to build teacher awareness of their own social and emotional type, empower teacher decision-making, and help teachers identify their classroom social and emotional learning (SEL) type at the end of the year after teaching the curriculum.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Social Competence and Behavioral Evaluation - 30 (SCBE-30) is a short version of an 80 item Likert measure for parents and teachers to assess  social-emotional competence, internalizing behaviors, and externalizing behaviors in preschool children. It was formerly sold by WPS Publishing but no longer is. It has been translated into many languages and is used in cross-national comparisons. Subscore(s): Social Competence, Anger-Aggression, Anxiety-Withdrawal

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Social-Emotional and Character Development Scale (SECDS) measures social-emotional skills and character traits including prosocial behavior, honesty, and self-control for elementary school children. Subscore(s): There are six subscores: (1) Prosocial behavior (2) Honesty (3) Self-development (4) Self-control (5) Respect at school (6) Respect at home

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Social Emotional Survey-Secondary (SEHS-S) is a 36-item self-report measure of students‘ social and emotional strengths. The 12 subscales (each consisting of three items) are associated with four domains of positive social-emotional health: belief in self, belief in others, emotional competence, and engaged living. These four correlated domains assess the higher-order construct of covitality. The SEHS-2020 is the most recent validated version.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The SELA's content and internal structure were based on the CASEL five model and the existing SSIS Performance Screening Guide.

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The Social Identities and Attitudes Scale (SIAS) measures susceptibility to stereotype threat in mathematics for both gender and ethnicity.  Subscore(s): Stereotype threat susceptibility; Math identification; Math self-concept; Gender identification; Gender stigma consciousness; Negative affect about math; Ethnicity stigma consciousness; Ethnic identification

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Social Networks and Friendship Survey asks participants to indicate their friends in the classroom. From this list, children are asked to identify the top 3 friends by marking them with a star. The survey also asks children to indicate "rejects" or children with whom they don‘t like to hang out.

Social Perspective Taking (SPT) is measured through three sub-scales which are the SPT Propensity scale, the SPT Confidence scale, and the SPT Importance scale (24 items total). In the initial study, a performance task to assess social perspective taking ability and an interview to uncover motivations behind SPT were also administered. 

Social Perspective Taking (SPT) is measured through three sub-scales which are the SPT Propensity scale, the SPT Confidence scale, and the SPT Importance scale (24 items total). In the initial study, a performance task to assess social perspective taking ability and an interview to uncover motivations behind SPT were also administered. 

The Social Problem Solving Inventory-Revised (SPSI-R) is published and sold by MHS Assesments (it is also distributed by Pearson). It contains 5 scales to measure different dimensions of social problem solving: Positive Problem Orientation, Negative Problem Orientation, Rational Problem Solving, Impulsivity/Carelessness Style, and Avoidance Style. It is an individual assessment with Likert-style responses appropriate for ages 13-18. Subscore(s): Positive Problem Orientation, Negative Problem orientation, Rational Problem Solving, (Problem Definition and Formulation, Generation of Alternative Solutions, Decision Making, Solution Implementation and Verification), Impulsivity/ Carelessness Style, Avoidance Style

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Used by: School, after‐school, social services, mental health professionals. Versions: Teacher, parent and student versions of rating scale available (Student self‐report available for 8‐18). Rating procedure: Raters should be familiar with the SSIS and the rating forms. Teachers need to establish rapport with the student. Each form takes 15 – 20 minutes to complete. Subscore(s): Self‐Management, Relationship Skills, Responsible decision‐making, (Lack of Risky, Disruptive/Externalizing Behaviors and Internalizing Symptoms), Academic Competence

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The assessment tool, developed by Gresham & Eliot (1990), is designed to help professionals screen and classify children with potential social behavior issues and guide the creation of appropriate interventions. It includes scales for Social Skills (Cooperation, Assertion, Responsibility, Empathy, Self-Control), Problem Behaviors (Externalizing, Bullying, Hyperactivity/Inattention, Internalizing), and Academic Competence (Reading Achievement, Math Achievement, Motivation to Learn).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

In STEP, the role of affective and cognitive perspective taking in empathy is considered. Assesses a child’s ability to understand and share in the experience of another person across a number of hierarchically organized, emotion judgment contexts linked to facial expression, situational cues, verbal cues, and desires. STEP incorporates computer–presented, videotaped vignettes of children in emotional scenarios that focus on four emotional outcomes (angry, happy sad, fearful). It asks children to indicate their reactions to vignettes by selecting a picture of the relevant facial expression. The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child’s ability to understand (STEP‐UND) and share (STEP‐SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry, happy, fearful, sad) that reflected emotion judgments based on the protagonist’s facial expression, situation, verbal cues, and desire. The test incorporates eight video vignettes of children in emotionally evocative scenarios to assess a child’s ability to understand (STEP‐UND) and share (STEP‐SHA) in the emotional experience of a story protagonist. Each child watched one practice story and eight test stories. The videos used continuous movement and child actors. Four stories had a male protagonist, and four had a female protagonist. Each story was made up of seven consecutive parts. In Parts 1, 2, 4, and 6 children were asked to judge how the protagonist (STEP‐UND) and they themselves (STEP‐SHA) would feel, on the basis of the protagonist’s facial expression, a situation cue, a verbal cue, and the protagonist’s desire. Each story part related to one of four emotional outcomes (angry, happy, sad and fearful), such that emotion judgments (related to facial expression, situation cues, verbal cues, and desire) were linked twice with each outcome.

Desires were represented by a thought bubble (Wellman, Hollander, & Schult, 1996). Two further story parts (3 and 5) contained check questions that were designed to assess concentration and understanding. The story ending made up the final part (see Table 1). Each story was accompanied by an 85–90 word narrative and lasted approximately 120 s. Children indicated their emotion judgments by clicking on one of five schematic emotion faces (happy, sad, angry, fearful, OK/neutral) displayed at the bottom of the computer screen. After the children watched the practice story, a computer screen appeared, featuring the eight story protagonists waving. Children had to click on successive characters in order to hear each story, and stickers were given between stories. This process was repeated until children had completed all eight vignettes, and a goodbye screen was presented.

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The Strengths and Difficulties Questionnaire (SDQ) is a widely used checklist that includes questions about conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. The checklist style rating form is easy to complete with only about 5 items per subscale, and can be completed by parents or teachers. Although many studies use this or the CBCL (Achenbach Child Behavior Check List), the SDQ is generally more reliable for low-risk populations.

The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 2-17 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists

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This project centers on developing and validating the Student Emotion Regulation Assessment (SERA), a direct tool for measuring students' use of emotion regulation strategies in common school situations. There are two versions: SERA-P for grades 6-12 which uses age-appropriate, illustrated, and narrated vignettes to engage students. The SERA aims to enhance educators' understanding of students' emotion regulation, increase students' self-awareness of their strategies, and guide educators in supporting effective regulation strategies in the classroom. The project focuses on ensuring the SERA's psychometric strength, feasibility, and utility for schools.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.