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Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby – Behavioral Disorders, 2017
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
Descriptors: Behavior Problems, Screening Tests, Test Validity, Test Reliability
Erford, Bradley T.; Butler, Caitlin; Peacock, Elizabeth – Measurement and Evaluation in Counseling and Development, 2015
The Screening Test for Emotional Problems-Teacher Version (STEP-T) was designed to identify students aged 7-17 years with wide-ranging emotional disturbances. Coefficients alpha and test-retest reliability were adequate for all subscales except Anxiety. The hypothesized five-factor model fit the data very well and external aspects of validity were…
Descriptors: Screening Tests, Emotional Problems, Emotional Disturbances, Disability Identification

Sponheim, Eili – Journal of Autism and Developmental Disorders, 1996
Children (n=132), ages 1-16, were diagnosed for autism using the criteria in the International Classification of Diseases (ICD-10), Childhood Autism Rating Scale, Autistic Behavior Checklist, and third and fourth editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM). Agreement of the DSM-IV and ICD-10 with the other…
Descriptors: Autism, Behavior Rating Scales, Children, Clinical Diagnosis

Mayes, Susan Dickerson – Topics in Early Childhood Special Education, 1987
Advantages and disadvantages of behavior rating scales and observation systems are presented, followed by preliminary validity data for the Mayes Hyperactivity Observation System, a clinically feasible system to identify preschool children with both Attention Deficit Disorder and Hyperactivity. Hyperactive and normal children were identified with…
Descriptors: Attention Deficit Disorders, Behavior Rating Scales, Disability Identification, Hyperactivity

Simpson, Robert G.; Halpin, Gerald – Behavioral Disorders, 1986
Parent and teacher ratings of 141 middle-school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. The lack of agreement in identifying children as either mildly deviant or highly deviant suggests rating subjectivity.…
Descriptors: Behavior Disorders, Behavior Rating Scales, Disability Identification, Intermediate Grades
The Accuracy of New National Scales for Detecting Emotional Disturbance in Children and Adolescents.

McDermott, Paul A.; And Others – Journal of Special Education, 1995
The ability of the Adjustment Scales for Children and Adolescents to detect emotional disturbance was examined. Discriminant analyses produced sensitivity, specificity, and overall accuracy ratings of approximately 80% with a sample of 150 youths, ages 5-17, who were not disabled and 150 youths who were socially or emotionally disturbed.…
Descriptors: Adolescents, Behavior Rating Scales, Disability Identification, Elementary Secondary Education

Ozawa, Joseph P.; Michael, William B. – Educational and Psychological Measurement, 1983
The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…
Descriptors: Attention Deficit Disorders, Behavior Rating Scales, Disability Identification, Educational Diagnosis

Margolis, Howard; And Others – Journal of Learning Disabilities, 1981
H. Myklebust's Pupil Rating Scale (PRS) was administered to the first (N=92) and second (N=130) grades of a middle-class suburban elementary school to ascertain its effectiveness for predicting reading and arithmetic difficulties. (Author)
Descriptors: Arithmetic, Behavior Rating Scales, Disability Identification, Learning Disabilities

Epstein, Michael H.; Nordess, Philip D.; Nelson, J. Ron; Hertzog, Melody – Topics in Early Childhood Special Education, 2002
Two convergent validity studies of the Behavioral and Emotional Rating Scale (BERS) were conducted with primary students. It was compared to the Systematic Screening for Behavior Disorders and the Scale for Assessing Emotional Disturbance. The BERS demonstrated adequate convergent validity and is recommended for identifying students with special…
Descriptors: Behavior Disorders, Behavior Rating Scales, Disability Identification, Elementary Education

Nordin, Viviann; Gillberg, Christopher; Nyden, Agneta – Journal of Autism and Developmental Disorders, 1998
This study assessed the interrater reliability of a Swedish version of the Childhood Autism Rating Scale (CARS), an instrument for screening and diagnosis of autism. The CARS was used for rating autistic behavior by two investigators in 25 children. Results indicated fair to excellent agreement. Aspects of validity and reliability are discussed.…
Descriptors: Autism, Behavior Rating Scales, Clinical Diagnosis, Disability Identification

Parks, Susan L. – Journal of Autism and Developmental Disorders, 1983
The review examines five measures designed to assess autistic symptomatology: Rimland's Diagnostic Checklist for Behavior-Disturbed Children, the Behavior Rating Instrument for Autistic and Atypical Children, the Behavior Observation Scale for Autism, the Childhood Autism Rating Scale, and the Autism Behavior Checklist. Available studies of…
Descriptors: Autism, Behavior Rating Scales, Check Lists, Clinical Diagnosis

South, Mikle; Williams, Brenda J.; McMahon, William M.; Owley, Thomas; Filipek, Pauline A.; Shernoff, E.; Corsello, Christina; Lainhart, Janet E.; Landa, Rebecca; Ozonoff, Sally – Journal of Autism and Developmental Disorders, 2002
A study examined the validity of the Gilliam Autism Rating Scale (GARS) with 119 children (ages 3-10) with strict DSM-IV (Diagnostic Statistical Manual of Mental Disorders-IV) diagnoses of autism. The GARS consistently underestimated the likelihood that children would be classified as having autism. Limitations of ratings scales and of the GARS…
Descriptors: Autism, Behavior Rating Scales, Classification, Clinical Diagnosis

Lessing, Elise E.; Clarke, Chester C. – Journal of Abnormal Child Psychology, 1982
Data from a study of 564 disturbed and 333 control Ss shows that all four summary scores of the IJR Behavior Checklist have moderately high validity as measures of the construct child/adolescent psychopathology. (Author/SW)
Descriptors: Behavior Rating Scales, Check Lists, Clinical Diagnosis, Disability Identification

Feil, Edward G.; And Others – Journal of Emotional and Behavioral Disorders, 1995
A functional screening and identification system for behavior problems among preschool children, ages 3 through 5, was assessed with 2,853 children from regular and special education preschool and kindergarten classrooms in 8 states. The Early Screening Project procedure was found to provide reliable, accurate, and cost-effective screening. (SW)
Descriptors: Behavior Disorders, Behavior Rating Scales, Concurrent Validity, Disability Identification
Goetz, Lori; And Others – 1991
The Student Descriptor Scale (SDS) was developed as a validation measure to determine whether students described and counted by states as "severely handicapped" were, indeed, students with severe disabilities. The SDS addresses nine characteristics: intellectual disability, health impairment, need for toileting assistance, upper torso motor…
Descriptors: Behavior Rating Scales, Disability Identification, Elementary Secondary Education, Eligibility