Teacher Rating Scale Research Articles

Factors associated with Internet addiction: Cross-sectional study of Turkish adolescents.

The aim of this study was to investigate the prevalence of Internet addiction (IA), and the relationship between sociodemographic characteristics, depression, anxiety, attention-deficit-hyperactivity disorder (ADHD) symptoms and IA in adolescents. This was a cross-sectional school-based study with a representative sample of 468 students aged 12-17 years at the first trimester of the 2013-2014 academic year. The students were assessed using Young's Internet Addiction Scale, Children's Depression Inventory, Beck Anxiety Inventory, Conners' Parent Rating Scale, Conners' Teacher Rating Scale, Hollingshead-Redlich Scale, and the information form including characteristics of Internet use and socioeconomic status (SES). The relationship between these factors and Internet use was examined. Approximately 1.6% of students were identified as having IA, whereas 16.2% had possible IA. There were significant correlations between IA and depression, anxiety, attention disorder and hyperactivity symptoms in adolescents. Smoking was also related to IA. There was no significant relationship between IA and age, sex, body mass index, school type, and SES. Depression, anxiety, ADHD and smoking addiction are associated with PIU in adolescent students. Preventive public health policies targeting the psychological wellbeing of young people are needed.

Emotional stimuli facilitate time perception in children with attention-deficit/hyperactivity disorder.

The aim of this study was to compare the effect of different emotional stimuli (neutral, positive, and negative) on time perception in children with attention-deficit/hyperactivity disorder (ADHD) and normal children in dual-task form. Five hundred and ninety-nine students from primary schools were randomly selected. The Conner's Teacher Rating Scale (CTRS) questionnaire was completed by teachers. A total of 100 children with a score above the cut-off point for the CTRS were further assessed using the Child Symptom Inventory-4 (CSI-4). A total of 34 children with ADHD and 31 controls completed an emotional time discrimination task in two blocks of 1000 and 2000ms duration. Children were asked to compare three image groups: neutral with neutral, neutral with positive, and neutral with negative images. Children with ADHD had significantly better performance in the emotional time discrimination task across all conditions when compared with controls: On average, discrimination thresholds were approximately 35ms shorter for the children with ADHD. Our results indicate that children with ADHD have higher sensitivity to time relative to controls in a situation in which they must distribute resources between temporal and emotional processing. On the basis of the interference effect and the working memory capacity hypothesis, this dividing of attention causes a decrease of time accuracy in normal children.

Validation of the BESS TRS-P Structure With an Independent Sample of Teacher Ratings

The underlying structure of the Behavioral and Emotional Screening System, Teacher Rating Scale–Preschool was investigated with a replication sample. Ratings from more than 3,000 students were used and four alternative models were investigated. As with prior research, a bifactor model with four factors was identified. The results supported an (Emerging) School Problems factor and yielded similar patterns of relationships with specific and general factors identified with prior research.

Exploratory study to evaluate plasma vasopressin and apelin-13 levels in children with attention-deficit hyperactivity disorder.

Vasopressin exerts robust influences on social communication and behavior in humans. Apelin is a relatively novel neuropeptide that could counteract vasopressin's actions and has been shown to be closely related with a broad range of physiological functions. Abnormalities in vasopressin and apelin have been detected in a variety of psychiatric disorders, but their relation to attention-deficit hyperactivity disorder (ADHD) is unknown. In the present study, we explored the plasma levels of vasopressin and apelin-13 in children with ADHD. Thirty-four children with ADHD and 36 healthy controls were enrolled in this study. The severity of ADHD symptoms was assessed via Conners' Parent Rating Scale and Conners' Teacher Rating Scale. Plasma levels of vasopressin and apelin-13 were measured using commercial enzyme-linked immunosorbent assay kits. The mean plasma apelin-13 levels were significantly higher in male children with ADHD than in male control subjects; no significant difference was found between the groups for plasma apelin-13 levels in girls or in the entire subject cohort. Plasma vasopressin levels did not show any significant differences between groups. There were no significant correlations between plasma levels of these neuropeptides and scores for Conners' Parent Rating Scale and Conners' Teacher Rating Scale. Our results suggest a sex-specific association between plasma apelin-13 levels and ADHD. Apelin-13 may play a role in the etiopathogenesis of ADHD either with a direct impact on the apelin receptor or via its opposing effect on the vasopressinergic system.

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

The primary purposes of this investigation were to (a) continue a line of research examining the psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener — Teacher Rating Scale (SAEBRS-TRS), and (b) develop and preliminarily evaluate the diagnostic accuracy of a novel multiple gating procedure based on teacher nomination and the SAEBRS-TRS. Two studies were conducted with elementary and middle school student samples across two separate geographic locations. Study 1 (n=864 students) results supported SAEBRS-TRS defensibility, revealing acceptable to optimal levels of internal consistency reliability, concurrent validity, and diagnostic accuracy. Findings were promising for a combined multiple gating procedure, which demonstrated acceptable levels of sensitivity and specificity. Study 2 (n=1534 students), which replicated Study 1 procedures, further supported the SAEBRS-TRS' psychometric defensibility in terms of reliability, validity, and diagnostic accuracy. Despite the incorporation of revisions intended to promote sensitivity levels, the combined multiple gating procedure's diagnostic accuracy was similar to that found in Study 1. Taken together, results build upon prior research in support of the applied use of the SAEBRS-TRS, as well as justify future research regarding a SAEBRS-based multiple gating procedure. Implications for practice and study limitations are discussed.

Comparison of gender difference in the Chinese version of the autism spectrum rating scale

Objective To explore the gender difference in Chinese version of autism spectrum rating scale (ASRS)-in terms of parents and teacher rating. Methods A total of 701 children (380 boys, 321 girls; 6-11 years old) were recruited from one Primary School in Minhang District of Shanghai.The parents and teachers of the children completed the ASRS.While the data were imput into the database, the software automatically calculated T-standard score according to the formula for the raw score of screening scale, treatment scale, and Diagnostic and Statistical Manual of Mental Disorders-Ⅳ-Turning Reversion scale.In the end, the gender differences in Chinese version of ASRS for both parents and teacher ratings were analyzed. Results A total of 671 parents rating scale were retrieved (response rate was 95.7%), involving 368 boys (54.8%); 685 for teacher rating scale (response rate was 97.7%), involving 381 boys (55.6%). No significant difference was observed in the distribution of gender(P>0.05). Minor influence of age was found among ASRS sub-scales for both parents and teacher ratings in boys and girls (parent rating scale r=-0.219 1 to -0.124 4, teacher rating scale r=-0.328 0 to -0.120 0). In parent and teacher version of ASRS, boys had higher T-standard scores in all subscales by 1-3 and 2-4 points than those in girls, respectively, and apart from abnormal behavior, adult socialization, behavioral rigidity, and sensory sensitivity there was no significant difference(all P>0.05) in parents rating scale while others had significant differences(all P<0.05), and all sub-scales had significant difference in teacher rating scale(all P<0.01). Conclusions The T-standard scores of both ASRS questionnaire has the gender differences in ASRS subscales, so it is necessary for researchers to understand the Chinese version of ASRS questionnaire from different angles. Key words: Autism spectrum disorder; Screening; Questionnaire; Child

Don’t Forget About the Teachers! Parent and Teacher BASC-2 Reports of Children on the DSM-5 Autism Spectrum

ABSTRACTThe new DSM-5 dimensional framework of Autism Spectrum Disorders (ASD) features severity ratings of social communication (SC) and restrictive/repetitive behaviors (RRB) and little research has been conducted since its inception. There has been a recent increase in the administration and adoption of broadband behavior-rating scales by clinicians, to ascertain a summary of the client’s behavior, including use with children on the autism spectrum. One such widely utilized accepted instrument is the Behavior Assessment System for Children, 2nd ed. (BASC-2), a multidimensional measure to assess internalizing and externalizing behaviors as well as adaptive functioning for individuals 2–25 years of age. The current study examined and compared the Parent Rating Scale (PRS) and Teacher Rating Scale (TRS) of the BASC-2 for children on the DSM-5 autism spectrum in order contribute novel information to the BASC-2 literature. Utilizing a sample of 67 children and adolescents with ASD, the PRS and TRS of the BASC-2 were compared using paired sample t-tests to assess for differences in parent- versus teacher-reported behavior patterns. Mean parent ratings for atypicality, functional communication, and withdrawal, and mean teacher ratings for atypicality and withdrawal, were clinically elevated. Mean parent and teacher ratings for adaptability and social skills, and mean teacher ratings for functional communication were in the at-risk range. Parent ratings of adaptability, functional communication, and social skill were significantly more severe than teacher ratings of these same subscales. Implications of these results for the assessment of children and adolescents with ASD are suggested.

Personal initiative in middle childhood: Conceptualization and measurement development

Drawing on research on personal initiative in adults, this paper present the conceptualization of personal initiative in the middle childhood, and the development and validation of an eight-item teacher and parent rating scale of children's and adolescents' personal initiative. The psychometric properties and construct validity of the measure were tested in two samples of children in middle childhood (N=1069–1657) and middle childhood to adolescence (N=1533). Both the teacher and parent rating scale showed good item characteristics. Results of confirmatory factor analyses supported their hypothesized factorial structure. The agreement of teacher and parent ratings was satisfactory. Evidence on the construct validity of the scale was further derived from a nomological network comprising control cognitions, motivational orientations, and cognitive ability. The measures proved to be invariant across school years and raters. We discuss several avenues for future research on personal initiative in the fields of development and education.

Effects of Maternal Symptom Ratings and Other Clinical Features on Short-Term Treatment Response to OROS Methylphenidate in Children and Adolescents with ADHD in a Naturalistic Clinical Setting

To investigate the effect of Attention Deficit Hyperactivity Disorder (ADHD), antisocial behavior and anxiety/depression ratings of mothers, and child and adolescents' age, gender, ADHD subtype, and comorbidity on one-month drug treatment response to OROS methylphenidate in ADHD in a naturalistic setting. The analyses included 223 subjects (191 boys, 32 girls; age 6-15 years, mean: 9.4) treated with OROS methylphenidate (18-72 mg/day, mean: 31 mg/d; 0.4-1.4 mg/kg/d) for one-month. Treatment response was defined as larger than 25% or more decrease in pre-treatment the Conners Parent Rating Scale (CPRS) or the Conners Teacher Rating Scale (CTRS) total scores and the Clinical Global Impression improvement with drug treatment 3 (minimally improved) or higher. Maternal ADHD, antisocial behavior and anxiety/depression ratings were obtained by the Adult Self Rating (ASR). Logistic regression analyses were computed in order to calculate the effects of gender; age; ADHD subtype; comorbid anxiety disorder, learning disorder, oppositional defiant/conduct disorder; maternal ASR Anxiety/Depression, ADHD and Antisocial scores. 35.2% of subjects had statistically significant 25% or more decrease in pretreatment CPRS total scores and 38.6% of subjects had statistically significant 25% or more decrease in pretreatment CTRS total scores. The subjects with comorbid anxiety disorder had the poorest drug response. Maternal self-reported antisocial and anxiety/depressive symptomatology were statistically significantly associated with worse response to treatment in terms of CPRS (respectively, OR=0.83, 95% CI: 0.75-0.92, p<0.01; OR=0.95, 95% CI: 0.9-0.99, p<0.05) and CTRS total scores (OR=0.9, 95% CI: 0.82-0.99, OR=0.95, 95% CI: 0.91-1, p<0.05). Baseline rating scores were also important predictors of drug treatment response. Effects of age, gender and maternal ADHD were not statistically significant. ADHD children and adolescents with comorbid anxiety disorders and those whose mothers have more self-reports of antisocial and depressive symptoms showed less favorable short-term response to OROS-MPH. These subjects may require further attention and additional interventions to augment treatment with OROS methylphenidate.

CLASSROOM CONTEXTS AS THE FRAMEWORK FOR ASSESSING SOCIAL–EMOTIONAL ADJUSTMENT: A NATIONAL STUDY IN TRINIDAD AND TOBAGO

Contextually based assessments reveal the circumstances accompanying maladjustment (the when, where, and with whom) and supply clues to the motivations underpinning problem behaviors. The Adjustment Scales for Children and Adolescents (ASCA) is a teacher rating scale composed of indicators describing behavior in 24 classroom situational contexts. This study examines the Trinidad and Tobago national normative process for the ASCA contextual dimensions with a representative sample of elementary school children (N = 900). Exploratory and confirmatory factor analyses yielded the same three dimensions (peer context problems, teacher context problems, and learning context problems) observed in U.S. national samples. Dimensions were scaled using item response theory (IRT) and Bayesian scoring methods, with peer and learning context problems scores relating more strongly to clinical behavior disturbances and learning context problems showing stronger association with classroom learning styles. Implications for future research and practice are discussed.

Duration Of Aerobic Exercise And Effects On Self-Regulation Among Children With Behavioral Health Disorders

PURPOSE: Aerobic bouts as short as 10 minutes have been shown to positively affect impulsivity and mood in clinical settings among typically developing children. Recent studies show similar effects in children with neurodevelopmental or affective disorders. However, little research has been conducted on effects of exercise on behavior and affect among populations with behavioral health challenges in naturalistic settings like schools. Manville Moves is an exercise intervention using exergame-cycling in physical education (PE) classes at a therapeutic day school serving children with complex behavioral health challenges. This study examined if minutes of riding had a dose-response relationship with impulsivity and emotional lability scores. METHODS: A 14-wk crossover design was used. Children (n=105, 81.3% male, age 11.9±2.3, 70.0% with multiple diagnoses, 72.2% taking medication) were randomly assigned by classroom to receive the 7-wk intervention during fall or spring, during which they used the bikes 2x/wk in PE and could elect to ride during self-breaks from class. Real-time data on exercise duration was collected via bikes using student ID codes. School staff completed the Conners Abbreviated Teacher Rating Scale (CATRS-10) (n=5,252) daily for each student. Clinically relevant a priori thresholds were established for CATRS-10 score (≥15), impulsivity sub-score (≥9) and emotional lability sub-score (≥6). Ride duration was categorized as reference (0 min), short (0<min<10) and long (≥10 min). Mixed effects logistic regression was used to assess relationships between score thresholds and ride duration category accounting for individual and classroom random effects and controlling for elective rides occurring in response to behavioral episodes. RESULTS: Both short and long riding categories were significantly associated with reduced odds of elevated CATRS-10 (short: OR=0.46, p<0.001; long: OR=0.64, p=.035) and impulsivity (short: OR=0.58, p=0.004; long: OR=0.62, p=0.030) versus no riding. Short rides were associated with reduced odds of elevated emotional lability (OR=0.58, p=0.008). CONCLUSIONS: Even short duration school-based exergaming rides of 10 minutes or less may meaningfully improve impulsivity and affect among children with behavioral health challenges.

Prevalence of ADHD In A Rural Indian Population

Objective: Attention Deficit Hyperactivity Disorder is a serious public health problem. In India there is very little systemic research in ADHD in children. The aim of this study was to identify ADHD among school going children in a part of rural India. Method: 1147 school students representing the rural population of India were screened by Vanderbilt Attention Deficit Hyperactive Diagnostic Teacher Rating Scale (VADTRS).Results: 3.66 %( n=42 students) of the sample had ADHD symptoms. Conclusion: To the best of our knowledge, this was one of the first studies to find out prevalence of ADHD in rural India. There is an important need for research on ADHD.

Prevalence of ADHD In A Rural Indian Population

Objective: Attention Deficit Hyperactivity Disorder is a serious public health problem. In India there is very little systemic research in ADHD in children. The aim of this study was to identify ADHD among school going children in a part of rural India. Method: 1147 school students representing the rural population of India were screened by Vanderbilt Attention Deficit Hyperactive Diagnostic Teacher Rating Scale (VADTRS).Results: 3.66 %( n=42 students) of the sample had ADHD symptoms. Conclusion: To the best of our knowledge, this was one of the first studies to find out prevalence of ADHD in rural India. There is an important need for research on ADHD.

A growth spurt in pediatric sleep research.

A growth spurt in pediatric sleep research.

Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment. Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance. The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite. The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities.

Self-concept in children and adolescents with epilepsy: The role of family functioning, mothers’ emotional symptoms and ADHD

PurposeThis study aimed to identify the associated factors of poor self-concept in children and adolescents with epilepsy. MethodsFifty-three patients with uncomplicated epilepsy (aged 7–18years) and 28 healthy controls were included. Study measures included the Piers-Harris 2 Self-Concept Scale, Family Assessment Device (FAD), Turgay DSM-IV based ADHD rating Scale (T-DSM-IV-S), Conners’ Teacher Rating Scale (CTRS-R), Beck Depression Inventory and State–Trait Anxiety Inventory (STAI). Neurology clinic charts were reviewed for the epilepsy-related variables. ResultsWhile the Piers-Harris 2 total score was not significantly different between the groups, patients with epilepsy had lower (poorer) scores on freedom from anxiety and popularity subscales. Linear regression analysis revealed that the problem solving, affective responsiveness, general functioning and communication scores of FAD; total and inattentiveness scores of T-DSM-IV-S and mothers’ Beck scores were associated with the total score of Piers-Harris 2. Epilepsy-related factors were not found to be associated with self-concept scores. ConclusionPoor self-concept in children with epilepsy is associated with negative family functioning, mothers’ emotional symptoms and ADHD, especially the symptoms of inattentiveness.

Forms of Social Conflicts in Schoolchildren as Perceived by the Children’s Teachers

Abstract Our article deals with social conflicts in “troubled” schoolchildren from the perspective of their teachers. Using Behaviour Assessment System for Children – Teacher Rating Scale (Czech method), a total of 92 schoolchildren have been tested. All the children were identified by their teachers as having behavioural difficulties. The children with behavioural difficulties have been found to engage especially in peer-related social conflicts, which involved negative relationships with classmates and aggressive behaviour, particularly in the younger children (1st to 5th grade of compulsory education). The relevant personality traits included a higher tendency to lie, higher levels of emotional reactivity, and a negative attitude towards one’s own behaviour. Based on the results, a recommendation is given to teachers working with children with behavioural difficulties, to aid prevention and render psychological counselling.

Comparison of Performance on ADHD Quality of Care Indicators: Practitioner Self-Report Versus Chart Review

Objective: This study compared practitioner self-report of ADHD quality of care measures with actual performance, as documented by chart review. Method: In total, 188 practitioners from 50 pediatric practices completed questionnaires in which they self-reported estimates of ADHD quality of care indicators. A total of 1,599 charts were reviewed. Results: The percentage of patients for whom practitioners self-reported that they used evidence-based care was higher in every performance category when compared with chart review, including higher use of parent and teacher rating scales during assessment and treatment compared with chart review. Self-reported use of Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) criteria during assessment was also higher than by chart review. The actual number of days until the first contact after starting medication was nearly three times longer than self-report estimates. Conclusion: Practitioners overreport performance on quality of care indicators. These differences were large and consistent across ADHD diagnostic and treatment monitoring practices. Practitioner self-report of ADHD guideline adherence should not be considered a valid measure of performance.

Maximizing measurement efficiency of behavior rating scales using Item Response Theory: An example with the Social Skills Improvement System — Teacher Rating Scale

Measurement efficiency is an important consideration when developing behavior rating scales for use in research and practice. Although most published scales have been developed within a Classical Test Theory (CTT) framework, Item Response Theory (IRT) offers several advantages for developing scales that maximize measurement efficiency. The current study provides an example of using IRT to maximize rating scale efficiency with the Social Skills Improvement System — Teacher Rating Scale (SSIS — TRS), a measure of student social skills frequently used in practice and research. Based on IRT analyses, 27 items from the Social Skills subscales and 14 items from the Problem Behavior subscales of the SSIS — TRS were identified as maximally efficient. In addition to maintaining similar content coverage to the published version, these sets of maximally efficient items demonstrated similar psychometric properties to the published SSIS — TRS.

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

We examined (a) the utility of teacher ratings on the Strengths and Difficulties Questionnaire (SDQ; Goodman in J Am Acad Child Adolesc Psychiatry 40:1337–1345, 2001. doi: 10.1097/00004583-200111000-00015 ) and BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus and Reynolds in Behavior assessment system for children-second edition: behavioral and emotional screening system. Pearson, Bloomington, 2007), completed at kindergarten entry, in identifying risk status as defined by important criterion variables (teacher ratings of impairment, daily behavioral performance, and quarterly grades in kindergarten and first grade), and (b) the incremental validity of scores on each of these rating scales in predicting criterion variables beyond that predicted by the school district’s academic screening tool. The participants were 248 kindergarten students (91 % response rate) from one school district. Receiver operating characteristic analyses and area under the curve values indicate that both measures have moderate to high utility (AUCs ≥ .78) in identifying children demonstrating at-risk academic performance, problematic classroom behavior, and impairment in social and emotional functioning. Regression analyses indicate that both measures account for incremental variance (between 6.69 and 45.84 %) in kindergarten outcomes beyond that accounted for by the school district’s academic screening tool. The BESS was a slightly stronger predictor of academic outcomes, and the SDQ was a slightly stronger predictor of peer outcomes. Implications for selecting a teacher measure for universal screening of social, emotional, and behavioral problems at kindergarten entry are discussed.