The Consistency of Preschool Teacher Ratings on the Behavior Assessment System for Children-3 and the Caregiver-Teacher Report Form

2020 ◽  
Author(s):  
Carly A. Lewis ◽  
Carl L. Myers
Keyword(s):  
Teacher Ratings ◽  
Assessment System ◽  
Behavior Assessment ◽  
Preschool Teacher ◽  
Teacher Report ◽  
Teacher Report Form

Konstruktvalidität eines universellen Screenings zur unterrichtsnahen und ökonomischen Diagnostik herausfordernden Verhaltens von Schüler_innen – eine Multitrait-Multimethod-Analyse

2019 ◽  
Vol 33 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
Brian Daniels ◽  
...  
Keyword(s):  
Teacher Report ◽  
Teacher Report Form

Zusammenfassung. Die vorliegende Untersuchung überprüft die Konstruktvalidität einer 16 Items umfassenden Kurzversion der Integrated Teacher Report Form (ITRF), einem universellen und unterrichtsrelevanten Verhaltensscreening zur Diagnostik des externalisierenden Verhaltens von Schüler_innen im Klassenraum. 107 Lehrkräfte bearbeiteten für insgesamt 1048 Schülerinnen und Schüler der ersten bis sechsten Klasse die ITRF sowie zusätzlich jeweils eines von drei im deutschsprachigen Raum etablierten Beurteilungsverfahren. Die Analyse der konvergenten und diskriminanten Validität erfolgt anhand einer Multitrait-Multimethod (MT-MM) Korrelationsmatrix sowie einem strukturprüfenden Correlated Trait-Correlated Method minus 1 [CT-C(M-1)] Modell zur separaten Analyse des Einflusses der Konstrukte (lernbezogene / aufmerksame Verhaltensprobleme, oppositionelle / störende Verhaltensprobleme) und der Methoden (ITRF, zusätzliches Beurteilungsverfahren) auf die erzielten Werte der Beurteilungen. Die Ergebnisse zeigen, dass sich die Stärke der theoretisch postulierten Korrelationen mit den empirischen Daten erwartungskonform abbilden lassen, was auf konvergente und diskriminante Validität hinweist. Die Varianz der ITRF-Werte lässt sich zu einem größeren Anteil durch das zu messende Konstrukt als durch methodenspezifische Einflüsse erklären. Somit liefern unsere Befunde Evidenz für eine angemessene Konstruktvalidität des Verfahrens, weshalb sich die Kurzversion der ITRF für den praktischen Schuleinsatz eignet.

Behavior Assessment System for Children Teacher Rating Scale–Child—Short Form

2007 ◽  
Author(s):  
Randy W. Kamphaus ◽  
Jennifer S. Thorpe ◽  
Anne Pierce Winsor ◽  
Anna P. Kroncke ◽  
Erin T. Dowdy ◽  
...  
Keyword(s):  
Rating Scale ◽  
Short Form ◽  
Teacher Rating ◽  
Assessment System ◽  
Behavior Assessment ◽  
Teacher Rating Scale

Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children

1989 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
Betty C. Epanchin ◽  
Mary Sue Rennells
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Depressive Symptomatology ◽  
Self Report ◽  
Teacher Report ◽  
Behavioral Ratings ◽  
Self Reports ◽  
Teacher Report Form

The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.

Behavior Assessment System for Children, 2nd Edition

2013 ◽  
pp. 410-411
Author(s):  
Kelly Macy ◽  
Wouter Staal ◽  
Cate Kraper ◽  
Amanda Steiner ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Assessment System ◽  
Behavior Assessment

scholarly journals Evaluation of Psychometric Indicators Persian Version of Behavior Assessment System for Children (BASC-3) in Girls And Boys with Mild Intellectually Disabled and Normal Intelligence (PRS-A & TRS-A) Form

2021 ◽  
Author(s):  
Leila Akrami ◽  
◽  
Mokhtar Malekpour ◽  
Ahmad Abedi ◽  
◽  
...  
Keyword(s):  
Score Test ◽  
Assessment System ◽  
Behavior Assessment ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
Intellectually Disabled ◽  
Parental Form ◽  
Cross Sectional ◽  
Normal Intelligence ◽  
Persian Version

Objective: The purpose of the present study was evaluation of psychometric indicators Persian version of Behavior Assessment System for Children (BASC-3) in girls and boys with mild intellectually disabled and normal intelligence in the city of Yazd. Methods: The present study was a cross-sectional study. This study was performed on girls and boys with mild intellectually disabled and normal intelligence in 2016-2017. The research sample consisted of 438 students who were selected by using cluster sampling method. The data collection tools included (BASC-3), Parental form (PRS-A) and teacher form (TRS-A). Data analysis were performed in SPSS v.24 using descriptive and inferential statistics. Results: The results obtained using factor analysis, correlation coefficient of subscales with total score, test-retest and Cronbachchr('39')s alpha showed that (BASC-3) system has appropriate validity and reliability for both groups, and PRS-A & TRS-A form can be used for both groups with mild intellectually disabled and normal intelligence. Conclusion: According to the results of the present study, it can be said that (BASC-3), Parental form (PRS-A) and teacher form (TRS-A), have appropriate psychometric properties and can be used with confidence to evaluate the behavioral and adaptive problems of adolescents and young people with mild intellectually disabled and normal intelligence in Iran.

scholarly journals Funcionamento adaptativo, problemas de comportamento e queixas escolares: percepção de professores

2018 ◽  
Vol 18 (58) ◽  
Author(s):  
Graziela Sapienza ◽  
Laís Bandeira
Keyword(s):  
Teacher Report ◽  
Teacher Report Form

A percepção do professor acerca do desempenho e do comportamento do aluno em sala de aula influencia em todo o processo de ensino e aprendizagem. O objetivo desta pesquisa foi conhecer as principais queixas para o encaminhamento de escolares à avaliação psicológica e sua relação com aspectos do funcionamento adaptativo e de comportamento em sala de aula, conforme a percepção dos professores. Foram analisados cinquenta prontuários de estudantes encaminhados para um serviço municipal de psicologia. Posteriormente os professores desses alunos responderam ao Teacher Report Form (TRF). Foram identificados três grupos de queixas (G1 — dificuldades de aprendizagem, G2 — problemas de comportamento e G3 — ambas as queixas) que, quando relacionadas aos dados do TRF, mostraram que escolares do G3 são percebidos com mais problemas de comportamento do que os alunos dos outros grupos, principalmente em relação à ansiedade, problemas sociais e isolamento. Esses dados auxiliam o professor na compreensão de aspectos relacionados a cada uma dessas queixas escolares e pode contribuir para a escolha de métodos mais ajustados no processo de ensino e aprendizagem, além de garantir o encaminhamento para um serviço adequado.

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