Correlations between Parents' and Teachers' Ratings of Social Skills for a Group of Developmentally Disabled Children in Iran

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Abstract
Parents' and teachers' ratings of social skills and behavioural problems for 89 special education students aged 8 to 15 yr. were measured using the Social Skills Rating System of Gresham and Elliott. The sample was selected in a school for educable mentally retarded children in Shiraz, Iran. The low to moderate correlations between the two sets of ratings suggest that assessment of social skills and behavioural problems should include the use of different rating scales in more than one setting. Sex differences were not significant for parents' and teachers' ratings of these disabled children. The scores showed high internal consistency.