A Short Form of the Teacher Rating Scale of School Adjustment

Background. One of the most common childhood disorders is attention-deficit/hyperactivity disorder (ADHD). This study aimed to determine the prevalence of ADHD in children aged 6-11 years in Piranshahr city (Iran). Methods. This descriptive-analytical study involved six hundred primary school students (300 girls and 300 boys) in Piranshahr city who were enrolled in the study using stratified random sampling. The frequency of ADHD was assessed using the short form of the Conners Teacher and Parent Rating Scale. Results. The frequency of inattention and hyperactivity indices in girls were respectively 13% and 15%, per Conners Parents Rating Scale, and 14.6% and 16.6% per Conners Teacher Rating Scale, while the frequency of ADHD index was 6.33% and 8.66%, respectively. The frequency of inattention and hyperactivity indexes in boys were respectively 11% and 17% per Conners Teacher Rating Scale, and 20.6% and 24.6%, respectively, per Conners Parents Rating scale, whereas the frequency of ADHD index was based on parents and teacher was 5.6% and 18.3%, respectively. Conclusion. This study showed that the prevalence of children prone to ADHD in the Piranshahr region is relatively high in comparison with other regions of the country. Therefore, it is necessary to study this disorder in the identity card of children at the entrance to kindergartens and schools to identify the patients, so through timely and appropriate intervention, its important complications in adolescence and adulthood can be prevented.

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Psychometric Properties of a Proposed Short Form of the BASC Teacher Rating Scale–Preschool

Journal of Psychoeducational Assessment ◽

10.1177/0734282912456969 ◽

2012 ◽

Vol 31 (4) ◽

pp. 351-362 ◽

Cited By ~ 2

Author(s):

Daniel J. Yanosky ◽

Paula J. Schwanenflugel ◽

Randy W. Kamphaus

Keyword(s):

Psychometric Properties ◽

Rating Scale ◽

Short Form ◽

Teacher Rating ◽

Teacher Rating Scale

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Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples

Journal of School Psychology ◽

10.1016/j.jsp.2016.07.001 ◽

2016 ◽

Vol 58 ◽

pp. 21-39 ◽

Cited By ~ 25

Author(s):

Stephen P. Kilgus ◽

Katie Eklund ◽

Nathaniel P. von der Embse ◽

Crystal N. Taylor ◽

Wesley A. Sims

Keyword(s):

Middle School ◽

Rating Scale ◽

Teacher Rating ◽

Emotional Behavior ◽

Teacher Rating Scale ◽

The Social ◽

Elementary And Middle School

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

PEDIATRICS ◽

10.1542/peds.57.4.521 ◽

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.

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

Journal of Psychoeducational Assessment ◽

10.1177/0734282917743335 ◽

2017 ◽

Vol 37 (3) ◽

pp. 307-319 ◽

Cited By ~ 1

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.

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