Thesis (Ph. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 97-106).

Thesis (Ed.S..)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 49-52).

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.

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).

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.

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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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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