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teachers both identified withdrawal as the most prominent feature of SM but parents saw children as significantly more withdrawn than did their teachers.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.

scholarly journals Do Preschoolers’ Neuropsychological Functioning and Hyperactivity/Inattention Predict Social Functioning Trajectories Through Childhood?

2020 ◽  
Vol 45 (7) ◽  
pp. 793-802
Author(s):  
Jenna Karlsberg Bennett ◽  
Sarah O’Neill ◽  
Khushmand Rajendran ◽  
Jeffrey M Halperin,
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Skills ◽  
High Risk ◽  
Social Functioning ◽  
Attention Deficit ◽  
Neuropsychological Functioning ◽  
Assessment System ◽  
Functional Communication ◽  
Hyperactivity Disorder ◽  
High Risk Children

Abstract Objective This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children’s social functioning from age 3 to 4 through 12 years. Methods Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as “High” or “Low” risk for ADHD. Children’s neuropsychological functioning was assessed using the NEPSY. Teachers’ reports of children’s social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers’ neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status. Results High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood. Conclusions Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children’s ability to clearly express thoughts and feelings and obtain and provide information.

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.

Stress in pregnancy: Clinical and adaptive behavior of offspring following Superstorm Sandy

2021 ◽  
pp. 1-11
Author(s):  
Yoko Nomura ◽  
Wei Zhang ◽  
Yasmin L. Hurd
Keyword(s):  
Social Skills ◽  
Affective Disorders ◽  
Hierarchical Linear Model ◽  
In Utero ◽  
Adaptive Skills ◽  
Adaptive Behaviors ◽  
Functional Communication ◽  
Superstorm Sandy ◽  
Anxiety Depression ◽  
In Pregnancy

Abstract The current study investigated 304 children from a longitudinal project (the Stress in Pregnancy (SIP) Study) who were exposed and unexposed to Superstorm Sandy (“Sandy”) in utero. They were prospectively followed from 2 to 6 years of age and their clinical and adaptive behaviors were assessed annually. Using a hierarchical linear model, the study found that in utero Sandy exposure was associated with greater clinical (anxiety, depression, and somatization) and lower adaptive behaviors (social skills and functional communication) at age 2 years. However, the trajectories were notably different between the two groups. Anxiety increased more rapidly among the exposed than unexposed group at ages 2–4, and depression increased only among the exposed. In contrast, social skills and functional communication were lower in exposed compared to unexposed children at age 2, but quickly increased and exceeded the capacities of unexposed children by age 3. The findings confirm that prenatal Sandy exposure is not only associated with an increase in anxiety, depression, and somatization in offspring, but also with greater adaptive skills as the children got older. Our study demonstrates that while children who have experienced stress in utero demonstrate elevated suboptimal clinical behaviors related to affective disorders, they nevertheless have the potential to learn adaptive skills.

Self-Management and Social Skills Training

1980 ◽  
Vol 7 (2) ◽  
pp. 161-184 ◽  
Author(s):  
Alan M. Gross ◽  
Thomas A. Brigham ◽  
Chris Hopper ◽  
Nancy C. Bologna
Keyword(s):  
Social Skills ◽  
Behavior Modification ◽  
Rating Scales ◽  
School Attendance ◽  
Teacher Rating ◽  
Management Training ◽  
Skills Training ◽  
Self Management ◽  
Management Approach ◽  
Baseline Design

In a multiple baseline design across groups study, ten predelinquent and delinquent youths were given behavior modification, social skills, and self-management training. The youths were also required to conduct one behavior modification project on another person and one self-management project. Measures of the youths' behavior included parent and teacher rating scales, court records, and school attendance and grades. Parents, youths, and the referring community agencies also filled out program evaluation questionnaires. The youths demonstrated a decrease in the number of problem behaviors exhibited at home and in school. The results of the consumer evaluations also indicated the program was judged effective. The benefits of a self-management approach to juvenile offenders are discussed.

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

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.

scholarly journals SEM-PLS Approach to Green Building

Encyclopedia ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 472-481
Author(s):  
Nasim Aghili ◽  
Mehdi Amirkhani
Keyword(s):  
Structural Equation ◽  
Green Building ◽  
Well Being ◽  
The United States ◽  
Assessment Method ◽  
Assessment System ◽  
Renewable Materials ◽  
Sustainable Building ◽  
Building Operation ◽  
The Impact

Green buildings refer to buildings that decrease adverse environmental effects and maintain natural resources. They can diminish energy consumption, greenhouse gas emissions, the usage of non-renewable materials, water consumption, and waste generation while improving occupants’ health and well-being. As such, several rating tools and benchmarks have been developed worldwide to assess green building performance (GBP), including the Building Research Establishment Environmental Assessment Method (BREEAM) in the United Kingdom, German Sustainable Building Council (DGNB), Leadership in Energy and Environmental Design (LEED) in the United States and Canada, Comprehensive Assessment System for Built Environment Efficiency (CASBEE) in Japan, Green Star in Australia, Green Mark in Singapore, and Green Building Index in Malaysia. Energy management (EM) during building operation could also improve GBP. One of the best approaches to evaluating the impact of EM on GBP is by using structural equation modelling (SEM). SEM is a commanding statistical method to model testing. One of the most used SEM variance-based approaches is partial least squares (PLS), which can be implemented in the SmartPLS application. PLS-SEM uses path coefficients to determine the strength and significance of the hypothesised relationships between the latent constructs.

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