Diagnosing ADHD (predominantly inattentive and combine type subtypes): Discriminant validity of the behavior assessment system for children and the Achenbach parent and teacher rating scales

1997 ◽  
Vol 26 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Melanie L. Vaughn ◽  
Cynthia A. Riccio ◽  
George W. Hynd ◽  
Josh Hall
Keyword(s):  
Discriminant Validity ◽  
Rating Scales ◽  
Teacher Rating ◽  
Assessment System ◽  
Behavior Assessment ◽  
Combine Type

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

scholarly journals Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism

2019 ◽  
Vol 16 (21) ◽  
pp. 4070
Author(s):  
Klein ◽  
Ruiz ◽  
Morales ◽  
Stanley
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Teacher Rating ◽  
Well Being ◽  
Selective Mutism ◽  
Assessment System ◽  
Behavioral Symptoms ◽  
Adaptive Skills ◽  
Functional Communication

Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) took part in this study. Parents and teachers completed the Behavior Assessment System for Children (BASC-3) measuring internalizing behaviors, externalizing behaviors, adaptive skills, and behavioral symptoms. Frequency of speaking and language abilities were also measured. Parents and teachers both identified withdrawal as the most prominent feature of SM but parents saw children as significantly more withdrawn than did their teachers. Both rated children similarly at-risk on scales of functional communication and social skills. Higher adaptive skills (including functional communication and social skills) were positively correlated with vocabulary, narrative language, and auditory serial memory according to teachers. Parent and teacher rating scales provide valuable information for diagnosis and progress monitoring. Children with SM can benefit from mental health practitioners who can identify and enhance their emotional well-being.

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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