ABSTRACT
Assessment of social skills of children and adolescents has been a topic of strong interest in the elds of education and psychology since the 1970s (Merrell & Gimpel, 1998). School and clinical child psychologists, special educators, and professionals from related elds who work with children and adolescents encounter numerous assessment and intervention questions that require a sound knowledge of the overall construct of social skills and effective methods of assessing these skills.
