Social Skills Improvement System Teacher Rating Scale: An Independent Study of Factor Structure

2013 ◽  
Author(s):  
Pui-Wa Lei ◽  
James C. Diperna ◽  
Weiyi Cheng ◽  
Jillian Bellinger
Keyword(s):  
Social Skills ◽  
Factor Structure ◽  
Rating Scale ◽  
Teacher Rating ◽  
Independent Study ◽  
Teacher Rating Scale ◽  
Social Skills Improvement System

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

Factor Structure of the Conners' Teacher Rating Scale-Short Form in a Low-Income Preschool Sample

2003 ◽  
Vol 21 (3) ◽  
pp. 223-243 ◽  
Author(s):  
Rebecca R. Gerhardstein ◽  
Christopher J. Lonigan ◽  
Kelly C. Cukrowicz ◽  
Julia A. McGuffey
Keyword(s):  
Factor Structure ◽  
Low Income ◽  
Rating Scale ◽  
Short Form ◽  
Teacher Rating ◽  
Teacher Rating Scale ◽  
Conners Teacher Rating Scale

Analysis of the Conners' Teacher Rating Scale-28 (CTRS-28)

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Bradley T. Erford
Keyword(s):  
Factor Structure ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Principle Components Analysis ◽  
Teacher Rating Scale ◽  
Similar Rating ◽  
Conners Teacher Rating Scale

One hundred and nineteen teachers of 540 normal boys and girls, ages 5 to 10, were administered the Conners' Teacher Rating Scale-28 (CTRS-28). Their responses were analyzed to assess the instrument's internal consistency and its construct and criterion-related validity. Principle components analysis revealed a four-factor structure underlying the scale, rather than the three-factor structure originally reported. Internal consistency of the factors ranged from .79 to .95. Convergent validity with similar rating scales was primarily excellent. Norms for newly derived factors and critical analysis of the usefulness of the CTRS-28 were explored.

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

The Effects of Methylphenidate on the Soft Neurological Signs of Hyperactive Children

PEDIATRICS ◽  
1976 ◽  
Vol 57 (4) ◽  
pp. 521-525
Author(s):  
Robert J. Lerer ◽  
M. Pamela Lerer
Keyword(s):  
Rating Scale ◽  
Teacher Rating ◽  
Neurological Status ◽  
Neurological Assessment ◽  
Subjective Test ◽  
Test Information ◽  
Neurological Signs ◽  
Teacher Rating Scale ◽  
Hyperactive Children

The neurological examination of many hyperactive children reveals the presence of abnormal neurological signs. Of 40 hyperactive children who had three or more neurological abnormalities on an initial neurological evaluation, 29 (72.5%) showed marked improvement or complete resolution of the neurological signs following treatment with methylphenidate hydrochloride (Ritalin) for 60 days. The administration of placebo did not change appreciably the neurological status of 20 hyperactive children. Improvement in behavior, which was ascertained by the use of Conners' Abbreviated Teacher Rating Scale, did not always correspond with resolution of the abnormal neurological signs. This finding suggests that methylphenidate affects behavioral and motoric functions separately and independently. Repeat neurological assessment, looking for resolution of abnormal neurological signs, should be included as part of the follow-up medical examination in treated hyperactive children. Coupled with other objective and subjective test information, improvement of the neurological status provides supportive evidence of overall improvement in the hyperactive child who is receiving drug therapy.

New York Teacher Rating Scale

1995 ◽  
Author(s):  
Laurie S. Miller ◽  
Rachel G. Klein ◽  
John Piacentini ◽  
Howard Abikoff ◽  
Manoj R. Shah ◽  
...  
Keyword(s):  
New York ◽  
Rating Scale ◽  
Teacher Rating ◽  
Teacher Rating Scale
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