Monitoring Academic and Social Skills in Elementary School

2016 ◽  
Vol 19 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Joseph H. Wehby ◽  
Howard Wills ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Behavior Rating ◽  
Classroom Performance ◽  
Behavior Rating Scale ◽  
Monitoring Tools ◽  
Two Factors

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students’ progress, but most focus only on students’ social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern examining the Classroom Performance Survey (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of 3 years, 160 elementary schoolteachers in 19 schools across three states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools.

scholarly journals Developing a Brief Behavior Rating Scale for Progress Monitoring of Depression in School Settings

2018 ◽  
Vol 45 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Evan H. Dart ◽  
Prerna Arora ◽  
Tai Collins ◽  
Kevin Stark ◽  
Clayton R. Cook ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Depressive Disorders ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Rating Scale ◽  
Response To Treatment ◽  
Behavior Rating ◽  
Behavior Rating Scale ◽  
Monitoring Tools ◽  
Data Driven Decisions

Frequent formative assessment of students’ functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students’ academic and behavioral functioning are readily available and widely researched; however, despite the documented prevalence of depressive disorders among youth and that schools have been put forth as an ideal location for the delivery of mental health services, there are currently no progress monitoring tools to examine students’ response to interventions that target depression. To address this gap, this study sought to develop a progress monitoring assessment of students’ depressive symptoms using an empirically informed model for creating Brief Behavior Rating Scales (BBRS). Using this model, a four-item BBRS of depressive symptoms (BBRS-D) was created from the item pools of the Beck Depression Inventory for Youth (BDI-Y) and Children’s Depression Inventory (CDI) administered during a treatment study of depression in female youth; the resulting short scale corresponds well to the full-length assessments (i.e., r = .65 and r = .59); however, the BBRS-D possessed lower than adequate internal consistency (α = .50) and test–retest reliability ( r = .56). Limitations and future directions are discussed.

Use of Burks' Behavior Rating Scale with a Referred Population

1983 ◽  
Vol 53 (2) ◽  
pp. 491-496 ◽  
Author(s):  
John Burke ◽  
James Broad ◽  
Susan Richardson Byford ◽  
Peter Sims
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Rating Scale ◽  
Skills Training ◽  
Behavior Rating ◽  
Rater Reliability ◽  
Clinical Sensitivity ◽  
Behavior Rating Scale ◽  
Parental Ratings ◽  
Local Norms

The behavior of 106 children referred for social skills training was assessed by parental ratings. The resulting local norms supported the clinical sensitivity of Burks' scale. Independent therapists' and parents' ratings of a sub-sample produced inadequate inter-rater reliability.

Construct Validity and Reliability of the Ethical Behavior Rating Scale

1985 ◽  
Vol 45 (2) ◽  
pp. 285-292 ◽  
Author(s):  
Gloria Hill ◽  
H. Lee Swanson
Keyword(s):  
Construct Validity ◽  
Ethical Behavior ◽  
Rating Scale ◽  
Ethical Reasoning ◽  
Behavior Rating ◽  
Validity And Reliability ◽  
Behavior Rating Scale ◽  
Test Items ◽  
Two Factors ◽  
Reliability Coefficients

Based on data from 139 adolescents, results of a factor and correlational analyses of the Ethical Behavior Rating Scale are reported. Reliability coefficients were obtained from a test-retest method and estimates of internal consistence. Construct validity was determined by correlating the rating scale with test items from the Ethical Reasoning Inventory. Two factors (moral character and verbal/moral assertiveness) were derived from the varimax rotated matrix. The results suggest that the rating scale reflects the behavioral aspects of moral reasoning.

The Hospital Adjustment Scale: Research and Clinical Applications

1968 ◽  
Vol 23 (3) ◽  
pp. 823-835 ◽  
Author(s):  
Paul McReynolds
Keyword(s):  
Psychological Functioning ◽  
Rating Scale ◽  
Psychiatric Patients ◽  
Reliability And Validity ◽  
Clinical Applications ◽  
Behavior Rating ◽  
Psychiatric Symptomatology ◽  
Behavior Rating Scale ◽  
Continued Use ◽  
Adequate Reliability

The Hospital Adjustment Scale (HAS) is a 90-item behavior-rating scale designed for the assessment of the over-all level of psychological functioning, irrespective of psychiatric symptomatology, of hospitalized psychiatric patients. This paper reviews the research which has been done on and with the scale since its publication in 1953 and indicates the uses and limitations of the scale based on 15 yr. experience with it. It is concluded that adequate reliability and validity have been demonstrated to justify the scale's continued use as a measure of change in hospitalized psychiatric patients.

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