Parent and teacher ratings of 140 middle school children were collected, using the Revised Behavior Problem Checklist (RBPC). Pearson correlation coefficients revealed generally low variability among the correlations between teacher ratings and parent ratings. (Author/CL)

The behavior of 95 children (grades three through six) was rated by two groups of teachers using the Revised Behavior Problem Checklist. Multivariate analysis of variance revealed no significant differences between the mean ratings of the two groups. Normative data for males and females are presented. (Author/DB)

The interrater reliability of three interaction scales--the Maternal Behavior Rating Scale, the Rating Scales of Mother-Child Interaction, and the Teaching Skills Inventory--were estimated with four statistical techniques. The estimates varied widely, both within and across the three interaction scales. Suggestions are offered to help researchers…

A classroom observation scale designed to be used in the observation and recording of an individual student's behavior and the teacher's response to the behavior is presented. (Author/PHR)

Studies of the reliability, normative data, construct validity, and concurrent validity of the Social Perception Behavior Rating Scale used with mildly learning-disabled, behavior-disordered, and nondisabled children indicated adequate reliability, marked differences in scores of handicapped and nonhandicapped children, and a logical pattern of…

A study of 71 students (ages 7-17) with disabilities investigated the interrater agreement of the Adjustment Scales for Children and Adolescents (ASCA), a behavior rating scale used in school settings. Participants were rated by 29 educational professionals in 24 classrooms. Results found ASCA produced acceptable levels of interrater agreement.…

Professionals and 16 mothers of disabled infants/toddlers completed the Evaluation and Programing System-I and the Parent Form Level I, respectively. Results indicated moderate to high correlations between professionals' assessments and mothers' assessments, though mothers tended to rate children higher. (Author/JDD)

Information on the Vineland Adaptive Behavior Scales, a major revision of the Vineland Social Maturity Scale, covers authors, publisher, prices, copyright dates and revisions, groups for whom the instrument is intended, forms, purpose and recommended use, dimensions measured, administration, data summation, score interpretation, test…

The behavior of 120 children (grades 9-12) was rated by 2 groups of teachers using the Revised Behavior Problem Checklist. The correlation coefficients obtained indicate low to moderate relationship between teacher ratings of the same child, with the strongest correlations for the subscale Attention Problems-Immaturity. (Author/JDD)

The Battelle Developmental Inventory (BDI) was administered to 121 young children, and parents rated them with the Social Skills Rating System 2-3 years after entry into the study. Correlations between the two measures revealed very weak to modest relationships, providing limited support for the BDI as a predictive measure of future…

The Behavior Evaluation Scale-2 was designed to identify students in grades K-12 with behavior disorders/emotional disturbance. It measures five dimensions: learning problems, interpersonal difficulties, inappropriate behavior, unhappiness/depression, and physical symptoms/fears. This paper describes the instrument's administration, summation of…

Social behavior of 122 students in grades 6-8 who participate in a prevention program for behaviorally at-risk youth was rated by a parent, general education teacher, and at-risk program teacher. Parents and special program teachers were more likely to provide positive ratings of behaviors than their general education teachers. (Author/CR)

This article provides an overview of strength-based assessment of children and adolescents with emotional and behavioral disorders and discusses the development and psychometric characteristics of the Behavioral and Emotional Rating Scale (BERS). The BERS is a norm-referenced, standardized test that assesses the strengths of children and…

Reliability and construct validity of over 1,000 mothers' responses to the Disruptive Behavior Rating Scale-Parent Version were studied. Results indicated excellent internal consistency and test-retest reliability on three subscales (Oppositional, Distractible, and Impulsive-Hyperactive) but only marginal reliability on the Antisocial Conduct…

The Problem Behavior Questionnaire is an indirect functional assessment instrument for use with students presenting behavior problems in general education settings. Preliminary studies indicate that the questionnaire offers a practical, easy assessment method which considers the potential effects of peer attention on problem behavior. The…