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.

Psychometric Properties of a Proposed Short Form of the BASC Teacher Rating Scale–Preschool

2012 ◽  
Vol 31 (4) ◽  
pp. 351-362 ◽  
Author(s):  
Daniel J. Yanosky ◽  
Paula J. Schwanenflugel ◽  
Randy W. Kamphaus
Keyword(s):  
Psychometric Properties ◽  
Rating Scale ◽  
Short Form ◽  
Teacher Rating ◽  
Teacher Rating Scale

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

Chilean Version of the Empathy Quotient (EQ) Scale: Adaptation and Psychometric Properties

2021 ◽  
Vol 24 ◽  
Author(s):  
Ana María Fernández ◽  
Carmen Gloria Baeza ◽  
Paula Pavez ◽  
Nerea Aldunate
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Emotional Reactivity ◽  
Structural Model ◽  
Cognitive Empathy ◽  
Reactivity Index ◽  
Community Group ◽  
The Social ◽  
Empathy Quotient ◽  
Aggression Questionnaire

Abstract We evaluated the psychometric properties of the empathy quotient (EQ) scale translated to Spanish in Chile. We estimated its structural validity, and its construct validity with other convergent measures of empathy and attachment, as well an inversely associated construct such as aggression. We used a general sample of students and community individuals (n = 336). Participants completed the EQ, Interpersonal Reactivity Index (IRI), and Buss-Perry Aggression Questionnaire (BPAQ). Another exclusively community group (n = 102) completed Collins Adult Attachment scale and the EQ. CFA and ESEM analyses confirmed the structural model fit of the data to three previously reported dimensions of the EQ: cognitive empathy (CE), emotional reactivity (ER) and social skills (SS). Sex-differences in emotional reactivity, and the predicted relationships with the convergent measures were observed. The current Chilean version of the EQ resulted in an appropriate multidimensional measurement of empathy. Finally, providing a specific social skills dimension extends the traditional conception of cognitive and affective empathy to the social realm in the Chilean context.

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.

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