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Construct Validity Of The Behavior Assessment System For Children-Third Edition Teacher Rating Scales (Basc-3 Trs): Comparisons With The Adjustment Scales For Children And Adolescents (Asca), Shannon Burback
Masters Theses
The Behavior Assessment Scale for Children-Third Edition Teacher Rating Scale Child Form (BASC-3 TRS-C) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher rating scales which may be used by school psychologist to assess youth behavior problems. The BASC, BASC-2, and BASC-3 have limited replicated research of the studies reported in their respective manuals. Therefore, it was important to empirically compare the BASC-3 TRS-C with the ASCA to examine construct validity (convergent, discriminant, and divergent) as there were, at present, no published studies replicating BASC-3 Manual research. The present study analyzed BASC-3 TRS-C and ACSA ratings which …
Stability Of The Learning Behaviors Scale, Nikki Davidson
Stability Of The Learning Behaviors Scale, Nikki Davidson
Masters Theses
Learning behaviors are observable actions, habits, and manifestations of attitudes that facilitate learning, such as persevering at difficult tasks, showing interest in academic subjects, demonstrating care and concern about classwork, and graciously accepting feedback (Buchanan, McDermott, & Schaefer, 1998). Assessment of these learning behaviors is an essential first step to effective intervention. It is important to know which learning behaviors to target and the degree of deficit in order to remediate learning problems. The present study examined the medium length (two-month) stability of scores obtained from the Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 1999). Fifty K-8 teacher rater …
Developing Text-Based Writing And Working Through The Revision Process, Valerie Clark
Developing Text-Based Writing And Working Through The Revision Process, Valerie Clark
Masters Theses
A narrative continuation is designed to assess a student’s ability to comprehend a text selection and use their own creativity to redesign the text’s conclusion. This study took a narrative continuation writing assessment and analyzed the process which 41 sixth grade students followed, specifically looking at the prewriting and revision procedures. The goal was to determine if the supports and resources provided were effective for the type of writing and student population. Throughout the process, students’ behaviors which indicated motivation levels were noted (participation in discussions, level of focus, attentiveness, and amount of redirection required). Student work was then reviewed …