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The Behavior Assessment System for Children-Teacher Rating Scales (BASC-TRS) : Do we need to develop separate norms for Hispanic students? /Carberry, Nollaig, January 2005 (has links)
Thesis (Ph. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 97-106).
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Comparing parent ratings of referred preschoolers on the child behavior checklist and behavior assessment system for children - second edition /Bour, Jennifer L. January 2008 (has links)
Thesis (Ed.S..)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 49-52).
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A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special ProgramsLivaudais, Noel Dwyer 12 1900 (has links)
This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.
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Effectiveness of "counseling as a related service" in Hawaii's public schools as measured by the Behavior Assessment System for Children, second edition (BASC-2)Lobb, Gregory A. January 1900 (has links)
Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xiii, 163 p. Includes abstract. Includes bibliographical references (p. 121-126).
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Perplexities in Discrimination of Attention Deficit Hyperactivity Disorder (ADHD): Specific Behaviors that may hold some AnswersHarrison, Judith R. 2009 May 1900 (has links)
Attention deficit hyperactivity disorder (ADHD) is a
source of diagnostic and intervention confusion and
uncertainty for practitioners and parents. Questions
creating some of the confusion were answered in a series of
three studies. The sample was parent and teacher behavioral
ratings for 389 children and 502 adolescents with ADHD and
3131 children and 3161 adolescents without ADHD in public
and private schools and mental health clinics in forty
states.
In the first study, data was derived from participant
T-scores on the Behavior Assessment System for Children (2nd
ed.) to evaluate the construct validity using first and
second order factor analyses. Sufficient construct
validity was established. In the second study, descriptive discriminant analyses
(DDA) and item level ANOVAs were used to investigate
whether behaviors that discriminate between the target
(i.e., ADHD) and comparison groups were associated with the
primary symptoms, comorbid conditions, functional
impairment, or some combination of the three. Analyses
were completed using subscale T-scores and individual item
scores from the target and comparison groups. Results were
compared to determine if the behaviors that discriminated
between the groups were consistent across developmental
stages and between parents and teachers as raters. Primary
symptoms, comorbid conditions, and functional impairment
explained the variance as rated by parents and teachers.
Primary symptoms were found to be the strongest
discriminators of children and adolescents as rated by
parents. Atypicality explained the largest variance
(72.25%) between children and learning problems explained
the largest variance (64.32%) between adolescents when
rated by teachers.
The third study was a literature review of
intervention studies to increase the academic performance
of youth with ADHD in light of the statistical significance
controversy. Fifty-one single subject and group design studies of academic, behavioral, multimodal and parent
training were found. Both sides of the statistical
significance controversy were summarized. The method of
result reporting for 23 group design studies was
investigated. Seventy-seven percent of the studies
reported results as ?significant? with 26% reporting effect
sizes. Researchers are encouraged to report effect sizes
and explicitly compare results to previous studies in order
to establish replicability for ease of educator
interpretation.
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The construct validity of the behavior assessment system for children / BASC construct validityMcCarty, Joseph C. January 2001 (has links)
The purpose of this study was to test the construct validity of the Behavior Assessment System for Children (BASC), Parent and Teacher Rating Scales (PRS and TRS). Six samples were considered, including the Normative General and Clinical Samples for each measure (Reynolds & Kamphaus, 1992). Another pair of samples were taken from a database of a Georgia hospital (PRS n = 130, TRS n = 108). The Normative Clinical Sample of TRS scores was multicollinear, and was not used.Five models were designed for each measure: a single factor solution, the theoretical model of the BASC, and three adaptations of the scoring system. Using AMOS, these models were fit to the samples. Only the theoretical model met minimum standards for adequate fit. Multi-sample analyses with different combinations of parameter restrictions were conducted to determine which aspects of the theoretical model's factor structure accounted for the most sample variance. When fit to both normative samples of PRS scores, all aspects of the factor solution were found to contribute. For all other runs, it was found that error, unique, and factor variances contributed the most to the factor solution. This suggests that the relationship of variables/scales to the factors/composites in this model could be improved. It is suggested that practitioners disregard composite scores, and that the authors/publishers of the BASC consider using regression weights to formulate composite scores in the scoring program. / Department of Educational Psychology
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The relationship among parenting styles, children's empathy, and certain problematic behaviors in children and young adolescentsMelvin, Holly Lynn 01 January 2000 (has links)
No description available.
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Advances in the assessment of social competence /Cummings, Kelli Dawn. January 2004 (has links)
Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.
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The quality of the family day care setting and its effects on children's social and cognitive play behaviorsPrill, Hollie Rae 01 January 1998 (has links)
No description available.
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