ADAPTATION OF THE UKRAINIAN VERSION OF “STRENGTHS AND WEAKNESSES OF ADHD SYMPTOMS AND NORMAL BEHAVIOR RATING SСALE” (SWAN)

Author(s):  
Ositkovska O.O. ◽  
Baiier O.O.

According to the literature sources and information obtained from the specialists in the field, we found the lack of diagnostic measures for attention deficit hyperactive disorder (ADHD). At present, the hyperactive children behavior correction system is being actively reformed in Ukraine. One of the aspects of its modernization is the improvement and updating of the methodological base, primarily, the diagnostic methodology one. ADHD rating scales are actively used at all stages of ADHD treatment from diagnosis to correction of behavior. That is why its arrears important to increase the number of methodological tools of a psychologist during diagnostics.Purpose: improvement and adapted of the “Strengths and Weaknesses of ADHD symptoms and Normal behavior” (J.M. Swanson) rating scale for the use in Ukraine.Methods: calculation of psychometric characteristics of the Ukrainian version of the SWAN scales: correspondence of the empirical data to the normal distribution law (Gaussian function), internal consistency and reliability of parallel forms (by correlation analysis by r-Pearson criterion).Results. We processed 76 questionnaires, the age category of children ranged from 6 to 13 years (class “The Intelligence of Ukraine”, children with existing CPR, inclusive and classic classes). Questionnaires were filled in by teachers who were able to observe students’ behavior. The following psychometric indicators of the Scale were calculated: internal consistency (r = 0.77 at p ≤ 0.01 for the scale “Inattention” and r = 0.86 at p ≤ 0.01 for the scale “Hyperactivity” and “Impulsivity”) and the reliability of parallel forms (between the scales “Inattention” and “Hyperactivity/Impulsivity” according to the “SWAN” rating scale method (r = 0.53 at р ≤ 0.01) and the sum of the points according to the scales “Hyperactivity” and “Impulsivity” in “Rating scale of ADHD” (Suxotina, N.K. & Egorova, T.I.) (r = 0.56 at р ≤ 0.01)).Conclusions. The obtained results are satisfactory, so the “Strengths and Weaknesses of ADHD symptoms and Normal behavior” rating scale is ready for use in Ukraine. We see further potential for the development of the problem in those goals that could not be realized due to the lack of resources and quarantine, namely: increasing the number of sample, checking retest reliability as well as expert and constructive validity.Key words: ADHD treatment, hyperactive children, inclusive education, impulsivity, inattention. На основі літературних джерел та інформації, отриманої від фахівців, встановлено відсутність засобів діагностики розладу дефіциту уваги з гіперактивністю (РДУГ). Нині в Україні активно реформується система корекції поведінки дітей. Однією зі сторін модернізації є покращення та оновлення методичної бази, перш за все діагностичної, і саме рейтингові шкали активно використовуються на всіх етапах лікування РДУГ: від діагностики до корекції. Саме тому актуально збільшити кількість інстру-ментів психолога під час діагностики.Мета статті полягає в адаптації американської «Рейтингової шкали сильних та слабких сторін РДУГ та нормальної поведінки» (Дж.М. Свонсон) до вітчизняного вжитку.Методи. Використано обрахування психометричних характеристик україномовної версії шкали «Рейтингової шкали сильних та слабких сторін РДУГ та нормальної поведінки», таких як відповідність емпіричного розкиду закону нормального розподілу (функція Гауса), внутрішня узгодженість та надійність паралельних форм (кореляційний аналіз за критерієм r-Пірсона).Результати. Оброблено 76 анкет, вік дітей становить від 6 до 13 років (клас «Інтелект України», діти із наявною ЗПР, інклюзивний та звичайний класи). Анкети заповнювали вчителі, які мали змогу спостерігати за поведінкою учнів протягом місяця. Обчислені внутрішня узгодженість (r = 0,77 за р ≤ 0,01 для шкали «Неуважність», r = 0,86 за р ≤ 0,01 для шкали «Гіперактивність та імпульсивність») та надійність паралельних форм (прокорельовано показники за шкалами «Неуважність» та «Гіперак-тивність/Імпульсивність» за методикою SWAN (r = 0,53 за р ≤ 0,01) із сумою показників за шкалами «Гіперактивність» та «Імпульсивність» за опитувальником «Шкала оцінки РДУГ» (r = 0,56 за р ≤ 0,01)).Висновки. Отримані результати є задовільними, тому методика готова до українського вжитку. Подальший потенціал розвитку проблематики вбачаємо у тих цілях, яких не змогли досягнути через брак ресурсів та карантин, а саме у перевірці ретестової надійності, експертної та конструктної валідності, збільшенні кількості вибірки.Ключові слова: адаптація опитувальника, гіперактивні діти, інклюзивна освіта, імпульсивність, неуважність.

2009 ◽  
Vol 105 (3) ◽  
pp. 835-848 ◽  
Author(s):  
Suzanne Woods-Groves ◽  
Ronald C. Eaves ◽  
Thomas O. Williams

The internal consistency of the Human Behavior Rating Scale (HBRS) was investigated. The 91-item Likert-type scale is designed to measure five dimensions: persistence, curiosity, externalizing affect, internalizing affect, and cognition. It is used as a research tool to investigate the tenets of Eaves' 1993 integrated theory of human behavior. Three separate sampling plans were employed. Teachers and nonteachers completed Human Behavior Rating Scale ratings of children ranging in age from 5 to 18 years old. Cronbach coefficients alpha were reported by sex, grade, or age for the three samples. Of the 185 reported alpha coefficients, 175 were at or above .90, while 10 had values between .80 and .89.


2018 ◽  
Vol 45 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Evan H. Dart ◽  
Prerna Arora ◽  
Tai Collins ◽  
Kevin Stark ◽  
Clayton R. Cook ◽  
...  

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.


2016 ◽  
Vol 19 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Joseph H. Wehby ◽  
Howard Wills ◽  
...  

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.


1972 ◽  
Vol 31 (1) ◽  
pp. 219-226 ◽  
Author(s):  
Solomon Z. Schuck ◽  
John A. Dubeck ◽  
Bohdan Y. Cymbalisty ◽  
Charlene Green

The validity of personality tests designed by Quay (1966) to differentiate within a heterogeneous delinquent population were evaluated with 115 delinquent adolescents. The personality tests were: the Personal Opinion Inventory based on a self-rated questionnaire; the Case History Scale, based on social history information; and the Behavior Rating Scale, based on ratings of institutional behavior. The results indicate that the Psychopathic and Neurotic factors of the Case History and Behavior Rating Scales have some modest multitrait-multimethod validity. These tests, generally, have more predictive validity than the Personal Opinion Inventory. The Neurotic factors of the three tests were reinterpreted as measuring maladjustment and as being independent of guilt. The Psychopathic factor seems to be related to poor institutional adjustment and aggressive behavior. The Socialized and Immature factors appear to have poor validities.


1976 ◽  
Vol 70 (6) ◽  
pp. 251-256
Author(s):  
Linda J. Ross ◽  
Patricia A. Gallagher

This study examines how well Devereux behavior rating scales perform as sensitive and reliable instruments for delineating inappropriate behavior among visually impaired children at a residential school. Three Devereux scales were administered: the Child Behavior Rating Scale; the Adolescent Behavior Rating Scale; and the Elementary School Behavior Rating Scale. Students were rated on the scales, from which obviously inappropriate items had been deleted by houseparents and teachers. One week later, a random sample of students was selected for re-evaluation, as a measure of test-retest reliability. The results suggest that the scales could be viable evaluation instruments, though the Child Behavior Rating Scale showed unacceptable test-retest reliability.


1989 ◽  
Author(s):  
Yossef S. Ben-Porath ◽  
Carolyn L. Williams ◽  
Craig Uchiyama

1989 ◽  
Author(s):  
Yossef S. Ben-Porath ◽  
Carolyn L. Williams ◽  
Craig Uchiyama

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