School Psychology Commons^™

The Use Of Noncontingent Reinforcement In The Regular Education Classroom With Attention-Deficit Hyperactivity Disorder Children, Heather A. D. Ochs

Masters Theses

A problem that exists in many regular education classrooms is excessive disruptive behavior of students. This study will examine the disruptive behavior of two children, age 8, who have been diagnosed with Attention-Deficit Hyperactivity Disorder, in a simulated regular education classroom. Due to a renewed emphasis on linking treatment to functional analysis, noncontingent reinforcement was utilized to determine whether teacher mediated or peer mediated attention can decrease the disruptive behavior. This study used a multi-element design for the functional analysis and a reversal (ABAB) design to evaluate the effects of the noncontingent reinforcement treatment. Results indicated that peer attention was …

Collaborative Versus Prescriptive School-Based Behavioral Consultation: An Analysis Of Verbal Resistance, Brandon M. Royer

Masters Theses

Audiotaped problem analysis interviews involving actual referrals from 25 elementary school teachers were examined. A Teacher Resistance Code (TRC) was developed from Patterson's (1985) Client Noncompliance Code and used to evaluate verbal resistance in both "collaborative" and "prescriptive" problem analysis interviews. The relationship between resistance, interview condition, and treatment acceptability was assessed. Results indicated no significant differences in resistance between the collaborative and prescriptive conditions. Analysis of Intervention Rating Profile-15 (IRP-15) (Martens, Witt, Elliott, & Darveaux, 1985) scores between collaborative and prescriptive cases also revealed no significant differences. Analysis of the association between resistance on the Teacher Resistance Code and …

A Comparison Of The Social Skills Rating System And The Preschool And Kindergarten Behavior Scales, Susan Hayner

Masters Theses

The Preschool and Kindergarten Behavior Scales (PKBS) and the Social Skills Rating System (SSRS), Teacher Form, at the Preschool and Elementary Levels, are fairly new instruments that purport to evaluate children's prosocial abilities and deviant problem behavior. Little research exists comparing the two instruments. Both scales have been determined to be globally technically adequate. However, the research has been limited thus far. The purpose of the current research was to further investigate the relationship between the two scales. A sample of children (n=136) in west central Illinois public and private preschools were used to collect the data. Of these, 64 …

The Reliability And Validity Of The Children's Conscientiousness And Procrastination Scale, Nicole M. Osterman

Masters Theses

The purpose of the present study was to further examine the reliability and validity of a self-report measure of procrastination and conscientiousness for elementary-aged children. The research participants were 120 male and female students in grades 3-5, drawn from two different schools. The Children's Conscientiousness and Procrastination Scales (CCAPS; Lay, Kovacs, & Danto, 1998) exhibited high internal consistencies. Procrastination and Conscientiousness were highly, negatively related, consistent with previous research with related measures and with adult samples. Teacher and parent ratings of students were moderately correlated with the student's self-reports, thereby providing support for the convergent validity of the self-report measure. …

An Investigation Of Convergent And Divergent Validity Between Asca And Basc Trs, Jennifer L. Ingles

Masters Theses

The Behavior Assessment Scale for Children - Teacher Rating Scale (BASC - TRS) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher rating scales which may be used by school psychologists to assess psychopathology. To date, these scales have not been compared in professional literature, although they assess similar social, emotional, and behavioral constructs. According to research, both scales appear to be technically superior teacher report rating scales. The current study analyzed ASCA and BASC TRS ratings which were completed on randomly selected students between the ages of 6 and 11 (n = 124). Convergent validity was …

An Investigation Of The Construct Validity Of The Children's Skills Test, Cynthia D. L. Ladd

Masters Theses

The Children's Skills Test (CST) is an aptitude and achievement test for children in grades Kindergarten through Nine, developed from the American School Psycho-Educational Assessment Battery (ASPAB). It is designed for home administration via the computer, and no examiner is present. At this time, no technical information has been released regarding the CST, nor has any research been published.

The Kaufman Brief Intelligence Test (K-BIT) is a brief measure of general intelligence with sound technical properties. It is administered by an examiner. The K-BIT has been correlated with the Wechsler Intelligence Scale for Children, Third Edition (WISC-III), the most commonly …

Grade Equivalents: Accuracy And Certainty Of Interpretations Among Parents, Teachers, And School Psychologists, Eric R. Smith

Masters Theses

Scores on standardized tests (e.g., Iowa Test of Basic Skills, Wechsler Intelligence Scale for Children III, Wechsler Individual Achievement Test) can be represented by a number of different metrics. One of the ways scores can be represented is with grade equivalents, which tend to be popular with parents and teachers because they seem to be fairly easy to understand. However, several researchers have claimed that grade equivalents are often misinterpreted. Standard scores are viewed by many researchers as the superior type of derived score. However, standardized scores can be difficult to understand, particularly for individuals with little or no training …