Behavior rating scales are commonly used as part of the evaluation process throughout the field of psychology. Behavior rating scales help assess social, emotional, and/or behavioral problems in children, adolescents, and teens. Behavior rating scales indicate the severity of problem behaviors compared to a normative sample. Four scenarios were developed that varied scores on a behavior rating scale and the amount of other information that supported a specific diagnosis. A rating of the likelihood of a diagnosis was requested to see how much influence behavior rating scale scores have on diagnostic decision-making. Each of the four scenarios was sent to 200 school psychologists across the country for a total of 800 potential participants. An overall response rate of 37.5% was achieved. The findings revealed that behavior rating scales do have some influence on school psychologists’ diagnostic decision-making. However, school psychologists put more weight on other supporting information, such as classroom observations and teacher and parent reports, than on behavior rating scale scores when making a diagnostic decision.

Thesis (Ph.D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 116-126).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 150-159). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-123). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 147 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 85-96).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. Includes bibliographical references (leaves 81-89).

Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed. / Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties. / Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed. / As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future. / This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

The purpose of this study was to examine two commonly used kindergarten screening measures' ability to predict later academic achievement. Participants included 67 kindergarten children who were administered the Bracken Basic Concept Scale-Revised (BBCS-R) and the Early Prevention of School Failure (EPSF) screening battery upon initiation of their kindergarten year. The students' academic progress in the areas of reading, language, and mathematics was examined using the Terra Nova in the fall of first grade.Stepwise multiple regression analysis was used to examine the relationship between the BBCS-R, EPSF, and Terra Nova. Predictor variables included the BBCS-R total test score and its subtests (i.e., School Readiness, Direction/Position, Self-Social Awareness, Texture/Material, Quantity, and Time/Sequence), as well as the EPSF at-risk identification score and standard scores for the tests included in the EPSF screening battery (i.e., Peabody Picture Vocabulary Test-Third Edition (PPVT-III), Literacy and Language Assessment (LLA), Developmental Test of Visual Motor Integration (VMI), Draw-A-Person (DAP), and the Motor Assessment Scale (MAS)). Criterion variables included the Terra Nova Total Test Composite, Reading Composite, Language Composite, and Mathematics Composite.Results suggested the BBCS-R total test score was a better predictor of reading and language achievement than the EPSF at-risk identification score and standard scores on the EPSF tests. The EPSF at-risk identification score, however, best predicted mathematics achievement at first grade. Although these results at a glance may support the utilization of both screening instruments in predicting later achievement, further analysis of the EPSF tests prediction of mathematics achievement indicated that of the five EPSF tests, the VMI and PPVT-III best predicted later mathematics performance. The remaining three EPSF tests added no value to the prediction of mathematics achievement beyond that of the VMI and PPVT-III. Thus, use of the entire EPSF screening battery to predict later achievement was not supported. Further analysis utilizing multiple regression with the BBCS-R total test score, VMI, and PPVT-III standard scores as the predictors, indicated the VMI and BBCS-R best predicted later mathematics achievement. These results support the use of the BBCS-R and VMI in the kindergarten screening process to predict later achievement in all academic areas. / Department of Educational Psychology

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

This study investigated the relationship between student scores on the Behavioral Objective Sequence (BOS) and student placement, the relationship of BOS scores to teacher variables, and the relationship of BOS scores to student variables. Participants in the study were 47 special education teachers serving students with Emotional Disabilities (ED). The teachers reported BOS total and subscale scores for 141 ED students. Student and teacher demographic data was collected. A significant relationship was identified between BOS total scores and student placement. A significant relationship was found between five of the six BOS subscale scores and placement. Student variables, with the exception of socioeconomic status, were not found to have a significant relationship to BOS scores or placement. Teacher variables were not found to have a significant relationship to BOS scores. The results of this investigation indicate that the BOS may be a useful tool for IEP team use in determining appropriate placement for students withED. / Department of Special Education