This reduction substantially increases its usability and feasibility while maintaining its psychometric merit. Shortening SELweb EE reduced the mean administration duration from 36 to 24 minutes. In addition, using a confirmatory factor analysis framework, the short form of SELweb EE demonstrated evidence of configural, metric, and scalar invariance across sex, ethnicity, and language. Findings from this study suggest that score reliabilities, factor structure, and criterion-related validity for the short form are similar to corresponding properties of the long form. We evaluated the shortened assessment subtests’ score reliability, fit to a hypothesized factor structure, and association with age and other variables to evaluate criterion-related validity. In the second study, we created and administered a short form of SELweb EE to a demographically diverse cross-validation sample of 22,683 students. Using a Rasch approach, in the first study, we used data from two archival data sets to reduce the number of items in three subtests to create short forms that maintained item fit, item difficulty, item discrimination, and test information function range. This article describes the development and validation of a shortened form of SELweb EE, a web-based assessment for social–emotional skills in the early elementary grades. Results are discussed in the light of recent research linking theory of mind performance with social adjustment. This pattern was evident only for the older age group. Rejected and controversial children, who receive relatively high numbers of negative sociometric nominations from their classmatess, performed significantly worse on this task than other children. Importantly, success on the key questions of the faux pas task was negatively associated with peer rejection. Although the children performed well in identifying that feelings had been hurt and in answering comprehension questions, they found three questions relatively difficult: detecting faux pas in the first place, seeing that the insult was unintentional, and recognising the ignorance that led to the faux pas.

In a sample of 308 children the 5- to 6-year-olds were significantly poorer on the faux pas test then the 8- to-9-year-olds, as expected. a computer interface was used to administer a new version that required children to answer forced-choice questions about four hypothetical stories involving unintentional insults. Based on previous tasks reported in Baron-Cohen et al. The present study addresses children's performance on the 'faux pas' test of social understanding.

Meaning of faux pas