New York Teacher Rating Scale

1995 ◽  
Author(s):  
Laurie S. Miller ◽  
Rachel G. Klein ◽  
John Piacentini ◽  
Howard Abikoff ◽  
Manoj R. Shah ◽  
...  
Keyword(s):  
New York ◽  
Rating Scale ◽  
Teacher Rating ◽  
Teacher Rating Scale

The New York Teacher Rating Scale for Disruptive and Antisocial Behavior

1995 ◽  
Vol 34 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Laurie S. Miller ◽  
Rachel G. Klein ◽  
John Piacentini ◽  
Howard Abikoff ◽  
Manoj R. Shah ◽  
...  
Keyword(s):  
New York ◽  
Antisocial Behavior ◽  
Rating Scale ◽  
Teacher Rating ◽  
Teacher Rating Scale

Behavior Assessment System for Children Teacher Rating Scale–Child—Short Form

2007 ◽  
Author(s):  
Randy W. Kamphaus ◽  
Jennifer S. Thorpe ◽  
Anne Pierce Winsor ◽  
Anna P. Kroncke ◽  
Erin T. Dowdy ◽  
...  
Keyword(s):  
Rating Scale ◽  
Short Form ◽  
Teacher Rating ◽  
Assessment System ◽  
Behavior Assessment ◽  
Teacher Rating Scale

The Effects of Methylphenidate on the Soft Neurological Signs of Hyperactive Children

PEDIATRICS ◽  
1976 ◽  
Vol 57 (4) ◽  
pp. 521-525
Author(s):  
Robert J. Lerer ◽  
M. Pamela Lerer
Keyword(s):  
Rating Scale ◽  
Teacher Rating ◽  
Neurological Status ◽  
Neurological Assessment ◽  
Subjective Test ◽  
Test Information ◽  
Neurological Signs ◽  
Teacher Rating Scale ◽  
Hyperactive Children

The neurological examination of many hyperactive children reveals the presence of abnormal neurological signs. Of 40 hyperactive children who had three or more neurological abnormalities on an initial neurological evaluation, 29 (72.5%) showed marked improvement or complete resolution of the neurological signs following treatment with methylphenidate hydrochloride (Ritalin) for 60 days. The administration of placebo did not change appreciably the neurological status of 20 hyperactive children. Improvement in behavior, which was ascertained by the use of Conners' Abbreviated Teacher Rating Scale, did not always correspond with resolution of the abnormal neurological signs. This finding suggests that methylphenidate affects behavioral and motoric functions separately and independently. Repeat neurological assessment, looking for resolution of abnormal neurological signs, should be included as part of the follow-up medical examination in treated hyperactive children. Coupled with other objective and subjective test information, improvement of the neurological status provides supportive evidence of overall improvement in the hyperactive child who is receiving drug therapy.

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

Teacher Rating and Reading Readiness as Predictors of Vocabulary and Comprehension Achievement in First, Second, Third and Fourth Grade

1980 ◽  
Vol 3 (2) ◽  
pp. 35-45 ◽  
Author(s):  
Peggy H. Glazzard
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Test Scores ◽  
Rating Scale ◽  
Teacher Rating ◽  
Reading Readiness ◽  
Predictor Variables ◽  
Reading Tests ◽  
Teacher Rating Scale ◽  
Criterion Variables

This study evaluates two kindergarten predictive instruments by following the same population over one, two, three, and four years using multiple-regression analysis. The Gates-MacGinitie Reading Tests: Readiness Skills (1968) and the Teacher Estimate of Kindergarten Pupils' Abilities (Kirk, 1966) were used as predictor variables. The criterion variables consisted of the vocabulary and comprehension test scores from the Gates-MacGinitie Reading Tests Primary, A, B, C, and Survey D administered one, two, three, and four years later. The analyses show exactly which subtests on the reading readiness tests and exactly which areas of the kindergarten teacher rating scale were predictive. Results of this study clearly indicate the need for a revised teacher rating scale incorporating fewer areas.

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