This document provides an overview and assessment of several instruments used to measure behavioral and emotional status, including behavioral rating scales, classroom/home behavior instruments, social skills instruments, and attention deficit disorder instruments. It summarizes the purpose, technical characteristics, scores yielded, and suggested uses of various instruments such as the Achenbach System of Empirically Based Assessment, Behavior Rating Profile-2, Behavioral and Emotional Rating Scale, Attention Deficit Disorders Evaluation Scale-2, and Connors Rating Scales-Revised. In general, many of the instruments have adequate reliability and validity for screening purposes, though should not be used alone for diagnostic decisions.
The Piers-Harris Children's Self-Concept Scale was originally developed in the 1960s to provide a brief self-report measure of children's self-concept. The Piers-Harris 2 represents an update and revision of the original scale, with the goals of enhancing its psychometric properties and ease of use while maintaining compatibility. Key changes include a new nationwide normative sample, reduction of items from 80 to 60, and updated computer scoring and reporting. The theoretical model of self-concept and scoring approach remain largely the same. The revisions aim to provide researchers and clinicians with an improved yet familiar tool for assessing children's self-perceptions.
Alfred Binet, Theodore Simon and Lewis Madison Terman , 1905
(Original)
1916
(First Revised Edition)
Salpetriere Hospital, Stanford University, Stanford Binet Intelligence Scale is an intelligence test which measures the cognitive abilities among children and adults from age two through mature adulthood. It has gone through many changes through the years.
This document discusses nonverbal tests of intelligence and provides guidance on their appropriate use. It notes that nonverbal tests may provide a more valid estimate of intellectual functioning for students from diverse cultural or linguistic backgrounds compared to verbal tests. The document answers common questions about selecting tests, interpreting discrepancies between verbal and nonverbal scores, and how other professionals contribute to the evaluation process. Specific nonverbal intelligence tests that are discussed include the C-TONI, UNIT, RPM, Leiter-Revised, and selected subtests of the KABC-II.
Growth and Development usually refers to as a unit , express the sum of numerous changes that take place during the life time.
Development refers to a progressive increase in skills and capacity to function.
It is emerging and expanding of individual’s capacities through growth, maturation and learning.
It is qualitative change in the child’s functioning and can be measured through observation.
The subject is a 20-year-old male college student referred for a psychological evaluation for job and internship purposes. Testing revealed a dependent personality disorder with symptoms including clinging behavior, anxiety when separated from his mother, tension over past family disputes, feeling inadequate, and depression. His dependency stems from childhood trauma of losing his father and overreliance on his mother for support and guidance.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
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The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
The document discusses the history and development of aptitude testing, beginning with intelligence tests developed during World War I. It then covers the development of vocational interest measures in the 1940s-1960s and factors that led to the lag in developing aptitude tests, including statistical and social/practical reasons. A key development was the General Aptitude Test Battery (GATB) initiated in the mid-1930s to identify aptitudes, with Forms A & B published in 1947 and Forms C & D in 1983. The GATB underwent review and revision in the late 1980s resulting in Forms E and F, also called the Ability Profiler. The document provides details on the GATB/Ability
This document provides guidance on developmental examinations for children from birth to 5 years. It outlines typical developmental milestones and domains to be assessed at different ages, including motor skills, cognition, language, and social development. The developmental examination involves taking a family history, observing the child's interactions and abilities, and using structured tasks to assess skills such as object permanence, categorization, and fine motor coordination. Delays in reaching milestones or abnormalities in behaviors could indicate atypical development requiring further evaluation.
The Differential Aptitude Test (DAT) is a battery of tests published in 1947 to assess multiple aptitudes. It measures abilities like verbal reasoning, numerical reasoning, abstract reasoning, and mechanical reasoning. The DAT aims to help students choose careers and courses that suit their strengths, understand their performance in different subjects, and set appropriate educational and career goals. It provides percentile and stanine scores to benchmark student performance compared to peers.
Correlational research - Research Methodology - Manu Melwin Joymanumelwin
A correlation is simply defined as a relationship between two variables. The whole purpose of using correlations in research is to figure out which variables are connected.
This document discusses theories of intelligence and intelligence testing. It begins by explaining that intelligence is difficult to define and that psychologists differ in their approaches, with some focusing on mental ability factors and others on intellectual processes. It then outlines several major theories of intelligence:
Charles Spearman's two-factor theory proposed a general intelligence ("g") factor along with specific factors. Louis Thurstone identified seven primary mental abilities. J.P. Guilford's Structure of Intellect model described 180 intellectual abilities across operations, content, and products dimensions. Howard Gardner proposed eight multiple intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The document
Herman Ebbinghaus developed the first sentence completion test in 1879. Later, tests like the Rorschach-Incomplete Sentence Blank and those developed by Amanda Rhode became popular projective personality assessments using sentence stems. Sentence completion tests typically measure areas like attitudes towards family, sex, relationships, and self-concept through respondents' completions of sentence stems. The Rotter Incomplete Sentence Blank remains one of the most widely used sentence completion tests today.
The California Psychological Inventory is a 462-item true-false personality test published in 1957 by Harrison Gough. It measures personality traits and can predict outcomes such as delinquency, leadership ability, job performance, and college attendance. The test takes about an hour to complete individually or in a group setting. Scores are plotted on a profile to interpret personality characteristics and behaviors based on elevated or lowered scores across the test's 16 scales. The CPI demonstrates high reliability with test-retest correlations of around .90.
This document provides information on several childhood psychiatric disorders and conditions. It discusses mental retardation and the different classifications based on IQ. It also covers pervasive developmental disorders like autism and Asperger's disorder. Learning disorders and disruptive disorders like oppositional defiant disorder and conduct disorder are explained. The document also summarizes attention deficit hyperactivity disorder, movement disorders, encopresis, enuresis, and toilet training.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
Instruments and techniques used in guidanceAndy Trinidad
Tests are widely used in educational institutions, industries, and clinics to evaluate individuals. In schools, tests help determine student growth, classify students by ability, identify those needing special assistance, and diagnose academic issues. Counselors use tests to disclose capacities and potentials, objectively assess personalities, and accurately compare individuals. Major errors in psychological testing include incorrect administration, overgeneralization, and using inappropriate tests. Tests are classified based on purpose and intended population, and acquired from testing organizations depending on the qualifications of the administrator. Other evaluation methods discussed include anecdotal records, autobiographies, behavior rating scales, sociograms, interviews, cumulative records, case studies, and the increasing use of computers.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Assessment 1by Jaquetta StevensSubmission date 09-Oct-2.docxgalerussel59292
Assessment 1
by Jaquetta Stevens
Submission date: 09-Oct-2018 11:17PM (UTC-0500)
Submission ID: 1017193794
File name: Stevens_J_A1_PSY7610.doc (100K)
Word count: 1936
Character count: 11551
49%
SIMILARITY INDEX
24%
INTERNET SOURCES
16%
PUBLICATIONS
47%
STUDENT PAPERS
1 46%
2 1%
3 1%
4 1%
5 <1%
6 <1%
Exclude quotes Of f
Exclude bibliography Of f
Exclude matches < 8 words
Assessment 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
Student Paper
link.springer.com
Internet Source
Submitted to Liberty University
Student Paper
journals.sagepub.com
Internet Source
connect.springerpub.com
Internet Source
chi.librarypass.org
Internet Source
Assessment 1by Jaquetta StevensAssessment 1ORIGINALITY REPORTPRIMARY SOURCES
PSY7610 – Research Worksheet
Assessment 1: Review and Selection of a Standardized TestSection One: Test Review Table
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration.
Identify the professional setting:
Test 1
Test 2
Test 3
Test Name
Millon Adolescent Personality Inventory (MAPI)
Personality Inventory for Children-Second Edition (PIC-2)
Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
Publisher
Pearson
Pearson
Pearson
Publication Date
1993
1977-2001
1992
Types of Scores Obtained
27 scales: The patterns of the person
The Personality Patterns (Introversive, Self-conscious, Sad, Passive, Exaggerating, Narcissistic, Disruptive, Powerful, Compliant, Marginal Tendency),
The concerns demonstrated (Distinctiveness Dispersal, Low self-esteem, Body Displeasure, Sexual Discomfort, Insecurities , Social sensitivity, Childhood Abuse), Clinical Syndromes (poor eating patterns, venerability to drug use, Antisocial behaviour, Quickness to anger, Depression, Affect, Suicidal Tendency), and 3 Adapting categories (Revelation, Attractiveness, Disparagement)..
The test has 9 Adjustment scales and 12 adjustments subscales: Cognitive disorder(poor abilities, low achievement, slow development), Impulsivity and easily distracted (Disturbs others , Boldness), Misbehavior (Rebellious Behavior, Decontrol, Nonfulfillment), Family Dysfunction (Conflict Among Members, Parent Instability), Reality Alteration (Developmental Nonconformity, Visions and Misapprehensions), Somatic Concern (Mental Preoccupation, Muscular Stiffness and Anxiety), Psychosomatic Discomfort (Fear and Worry, Depression, Sleep Disturbance/Preoccupation with Death), Social Withdrawal (Social Introspection, Loneliness), Social Skill Deficits (Limited Peer Status, Conflict With Peers), 3 Response Validity Scales (Defensiveness, Dissimulation, Inconsistency).
8 Validity Scales (Cannot Say (?), Falsehood (L), Irregularity 1 (F1), Uncommonness 2 (F2), Infrequency (F), Defensiveness (K), Variable Response Inconsistency (VRIN), True Response Inconsistency (TRIN)
Intended Population
Children of.
Psychological test meaning, concept, need & importancejd singh
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
Essay about Purpose of Assessment
Assessment Tools Essay
A To E Assessment
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Assessment Reflection Essay examples
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Performance Assessment Essay
DetailsThis assignment is a presentation that allows you to apply.docxgalinagrabow44ms
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
Assessment and Evaluation of Students With EBD
Introduction
Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
Rating scales are used to evaluate student behavior and can measure the degree to which students exhibit certain behaviors. Descriptors provide detailed information about rating scale levels. Rating scales are useful when combined with other assessments like interval recording. Several commonly used rating forms include the Teacher Report Form, Child Behavior Checklist, Youth Self-Report, Behavior Rating Profile-2, and Conners Teacher and Parent Rating Scales. These forms measure behaviors, adaptive functioning, and problems through ratings from teachers, parents, and students. While rating scales can provide useful information, they also have limitations like subjectivity.
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
The document discusses evaluation methods used in pediatric occupational therapy. It describes standardized tests, ecological assessments, skilled observation, interviews, inventories and scales, and arena assessments. Standardized tests provide uniform administration and scoring but may not reflect real-world performance. Ecological assessments consider the child's environment. Skilled observation involves objective recording of behavior. Interviews gather information from the child, parents, and teachers. Inventories and scales evaluate functional capabilities. Arena assessments use a transdisciplinary approach in natural settings.
Rating scales are used to assess normal personality and behavioral abnormalities in children by having observers rate a child's behavior over time based on descriptions of behaviors. They are low-cost, more effective than self-reports for children, and less biased than unstructured interviews. Common formats include checklists indicating behaviors and Likert scales rating how well behaviors describe a child. Rating scales allow standardized measurement and differentiation of behaviors for comparisons to norms.
This document provides guidance for schools and districts on choosing and using assessments of social and emotional learning (SEL) competencies. It discusses key considerations when assessing SEL competencies, such as the developmental nature of SEL and ensuring equity. The document outlines a seven-step process for schools to 1) frame their overall SEL effort, 2) plan the role of assessment, 3) choose competencies to assess, 4) review assessment options, 5) select assessment tools, 6) implement assessment, and 7) use assessment data to improve instruction, evaluate programming, and support equitable outcomes. Assessing SEL competencies can help communicate priorities, establish a common language, deepen understanding of competency development, and continuously improve implementation
This document discusses reliability and validity, which are two important concepts for evaluating data collection methods in human services. Reliability refers to the consistency and dependability of measurements or assessments, and there are different types of reliability such as inter-rater reliability and test-retest reliability. Validity refers to whether a measurement or assessment accurately measures what it claims to measure. The document emphasizes that reliability and validity are crucial for human services to obtain accurate information through effective data collection methods when evaluating programs and services.
This document compares stress levels of Class 10 students under India's grading and numerical marking evaluation systems. It discusses:
1. The history and purposes of evaluation in education. Traditional numerical marking is criticized for focusing on rote learning and causing stress.
2. Academic grading was introduced in India in 2009 to reduce stress by minimizing competition and societal pressure on students. The CBSE board uses a 9-point grading scale from A1 to E2.
3. The study aims to compare stress levels of CBSE (grading) and Rajasthan board (numerical) students, as well as between boys and girls. It sampled 200 Class 10 students from schools in Alwar district, using Bist's
Post-active Phase of Teaching and Learners’ Evaluation
a) Teacher roles and functions in the post-active phase: evaluation of pupil learning, evaluation
b) Generating feedback on all three phases of teaching
c) Reflection and appraisal for professional development in teaching: self-reflection, observation and feedback by peers
d) Analysis of teaching using different media, appraisal by students
The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
Similar to Assessment of behavior and emotional status (20)
The document discusses what principals need to know about staffing special education programs. It emphasizes that principals should establish a philosophy that integrates special education as an integral part of the school's educational program. It also discusses effective co-teaching models where both general education and special education teachers provide classroom instruction. The document also provides guidance on interviewing and hiring special education teachers, mentoring new special education teachers, supporting new staff through observations and meetings, ensuring teachers meet highly qualified requirements, and balancing student and regulatory needs.
What does a principal need to know about special education eligibilityANALUZFUENTEBELLA
The document discusses the process for determining if a student is eligible for special education services. It begins with pre-referral interventions in the general education classroom if a student is struggling. If the issues persist, the student is referred for a special education evaluation. An initial meeting is then held with the student's teachers, parents, and principal to review data and determine if testing is warranted. With parental consent, assessments are conducted to evaluate the student's needs. The results are then reviewed by the team to determine if the student qualifies for special education services or related services like speech therapy. The principal must ensure all procedures and timelines are followed correctly.
This document discusses curriculum development and adaptation in special education. It covers several topics:
1. The poor post-school outcomes for many youth with disabilities despite advances in education and support.
2. Vocational education in special education schools, which aims to provide the same qualifications as other vocational programs but in a differentiated manner based on students' needs.
3. The importance of transition planning from high school to beyond for students with disabilities, which should involve discussing goals and needs with the student and parents to design a plan for skills and support after graduation.
This document discusses the differences between special education teaching roles and general education teaching roles. It explains that special education teachers may have self-contained classrooms, provide support in resource rooms, or team with general education teachers for inclusion settings. Special education teachers often have additional responsibilities like case management, developing and monitoring IEPs, and ensuring compliance with special education laws and regulations. Their paperwork is also generally higher stakes and less delegable compared to general education teachers. The document outlines some key differences in pacing, curriculum focus, and classroom environments between special education and general education settings.
philosophical sociological psychological of curriculum developmentANALUZFUENTEBELLA
The document discusses the philosophical, sociological, and psychological foundations of curriculum development. It addresses four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. It also examines learning theories from a behavioral, cognitive, and phenomenological perspective and how they contribute to curriculum. Finally, it outlines the sociological foundation for curriculum, including how social issues and the transmission of culture from groups and institutions should be considered in curriculum making.
The document discusses the implications of using an outdated curriculum for 10 years without updating it. It notes that science and our understanding of learning progresses rapidly, so keeping the same curriculum for a decade without changes is not good practice. The pace of new discoveries about learning processes, environments, teaching methods, and sociocultural factors that influence learning mean the knowledge base for education is constantly evolving. An outdated curriculum that does not incorporate current research may not support students in reaching deep understanding or effective teaching. Schools need curricula that reflect the best scientific data on human learning to create supportive environments that optimize student learning.
Assessment process for an exceptional student chapter 2ANALUZFUENTEBELLA
The document proposes a two-component model for assessment: prereferral and post-referral. The prereferral component involves informal assessment like observation and error analysis by teachers to develop and monitor remedial programs, with the goal of avoiding special education referral. The post-referral component includes formal assessment and documentation of educational needs, usually resulting in decisions about eligibility and placement, as well as IEP development. The process is initiated through preliminary data collection and referrals to request assistance or maintain eligibility. A variety of procedures should be used, including norm-referenced tests, criterion-referenced tests, interviews, records reviews, and portfolios.
The document discusses psychoeducational assessments. It explains that a psychoeducational assessment is an evaluation conducted by a psychologist to determine if a child has developmental or learning challenges. The assessment explores a child's strengths and weaknesses compared to peers. It allows parents to gauge their child's development. The assessment uses various psychometric tools customized to the child's needs. Parents receive preliminary results on the day of the assessment and a full report two weeks later to discuss the results.
This document provides guidance on teaching students employment skills. It includes objectives, training activities, and home/community-based activities. The objectives are to identify the importance of following directions, performing tasks after instructions, and identifying reasons for good attendance and punctuality. Training activities involve discussing these topics, roleplaying scenarios, and practicing tasks with verbal instructions. Similar home/community-based activities are discussed, such as completing tasks in the community after instructions and discussing attendance importance. The goal is for students to understand good job habits like following directions, attendance, and punctuality through discussion and practice.
Adapted physical education (APE) is a program designed to meet the unique needs of students with disabilities through physical education. It aims to teach skills for lifelong participation in physical activities. Federal law requires that physical education, including adapted physical education if needed, be provided to all students with disabilities. The IEP team determines if a student requires adapted physical education or can participate in a general physical education program, possibly with modifications. Adapted physical education programs individualize activities and may occur in general physical education classes or self-contained settings. The goal is to provide opportunities for students to be physically active and develop motor skills through inclusive and community-based activities.
This document provides training activities and objectives for teaching students with intellectual disabilities important life skills in several domains:
1. It outlines activities and objectives for teaching students skills for managing personal finances, such as counting money, making purchases, using banking services, and paying taxes. Activities include practicing these skills in school and community stores.
2. It describes training to help students develop communication and interpersonal skills, including identifying emergency situations and communicating effectively in emergencies. Students would practice communicating emergencies and knowing who to contact for help.
3. The document provides objectives and activities for teaching students appropriate employment skills, such as following directions, good attendance, safety, and working productively. Roleplaying good work
informal and formal approaches for evaluation and identification of children...ANALUZFUENTEBELLA
This document discusses the process of assessing children with special needs from early childhood through preschool. It outlines six stages of the assessment process: 1) child find/case finding to locate children who may need services, 2) developmental screening to identify potential problems, 3) diagnosis for a more comprehensive evaluation, 4) individual planning of programs and interventions, 5) program monitoring, and 6) program evaluation. A diagram illustrates these six sequential stages, with descriptions of each stage focusing on identifying children's needs and determining eligibility for special education services to appropriately support their development.
A developmental delay is when a child does not reach expected developmental milestones. Common types of delays include speech, motor, cognitive, vision, and social/emotional skills. Signs of delays include lack of babbling, grasping, following objects, walking, and interacting with others by certain ages. If suspected, parents should speak to their pediatrician who may screen the child and refer them for early intervention services to address any delays.
The document discusses early intervention programs for children ages 0-3 with developmental delays. It defines developmental delay as the failure to meet certain physical, cognitive, communication, social, or adaptive skill milestones at the average age. The document outlines the five main areas of child development and provides examples of developmental delays and their potential causes in each area. These areas include physical, cognitive, communication, social-emotional, and adaptive skills development. The document emphasizes that early intervention is important to address delays and support healthy development.
This document provides biographies of several pioneers in early childhood education, arranged alphabetically. It discusses the contributions of major figures such as Johann Amos Comenius, considered the father of modern education; John Dewey, who advocated for democracy in education; John Locke, an influential Enlightenment thinker; and Jean Piaget, known for his theories of child development. The biographies describe how each figure helped establish principles of early education that are still used today.
The document provides a history of special education from the 18th century to modern day. It discusses how in the 18th century, enlightenment thinkers like Rousseau influenced new ideas about educating all children according to their needs and abilities. Pioneers in the late 18th century like Charles Michel L'Epeé and Valentin Haüy established the first schools for deaf and blind students. Throughout the 19th century, more schools and programs for disabled students were founded in the US and laws were passed to support special education. Major legislation in the 20th century like IDEA, ADA, and the Rehabilitation Act established legal rights and protections for students with disabilities to receive a free and appropriate public education.
Autism is a brain-based disorder characterized by challenges with social communication and restricted repetitive behaviors. While the exact causes of autism are unknown, a few specific factors are known to increase the risk, such as genetic conditions like fragile X syndrome or exposures during pregnancy to German measles or certain toxins. Many theories have been proposed over time for broader causal factors, but the evidence does not support links to parenting styles or vaccines. The diagnosis of autism is made based on observations of behaviors rather than medical tests.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
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Assessment of behavior and emotional status
1. Assessment of
Behavioral and
Emotional status
Analuz A.Fuentebella
MAED MA-SPED
MASE 414A
Submitted to: Dr. Aida S. Damian Ed D
University of Perpetual Help System Dalta
Ch
apt
er
9
2. In recent years there has been increasing interests in the
measurement of individuals Emotional and Behavioral status.
This can be trace to three specific issues. First the importance
and relevance of social Skills development has become more
relevant in the past decade. Second Autism was recognized by
the IDEA as a separate disability area. Subsequently there has
been a search for reliable methods of screening of screening and
identifying. Third although not officially noted as disability are
under IDEA; ADHD remains highly visible topic within the field of
education
3. Behavioral rating scale
Behavior-rating scales are concerned with
documenting observable behaviour. Typically, these
scales are develop for use by the classroom teacher
or some other individual who has an opportunity to
observe the examinee. BRS usually include items
grouped according to some categorical characteristic.
Although there are some similarities across the names
of categories, many of them tend to measure the
same behavioural dimensions. Theoretically, the
grouping of items leads to a profile of a student’s
behaviour patterns
4. BRS have been criticized, the technical adequacy of many scales has been
questioned. Also, the educational significance of their results is limited. It was
reviewed and reported that none met their minimum standards for interrater
reliability. However, there has been an argument that there has been increased
acceptance of behavior-rating scales and that technical advances have been made. It
was also noted that for the most part behavior-rating scales have good-to-excellent
reliability and are capable of differentiating clinical from comparison samples. That
are more difficult criterion is a scale’s ability to differentiate clinical groups from one
another. However, it is needed to obtain additional information and to rely solely on
the test scores from behaviour-rating scales because it was well documented that
two different informants rate the same child differently.
5. CLASSROOM and HOME BEHAVIOR INSTRUMENTS
Achenback System of Empirically Based Assessment-is an integrated set of forms including the
popular Child Behavior Checklist designed for parents.
Other components of ASEBA:
-teacher ratings
-direct observation
-interviews
-self respect
Description
Child Behavior Checklist and Young Adult Behavior Checklist are administered to parents to determined their
childs’s social competency and problem behaviors. There are two separate checklists.
1.) CBCL 1½ -5 age- measure six cross-informant syndromes
a) Emotionally Reactive,
b) Anxious/Depressed,
c) Somatic Complaints
d) Withdrawn
e) Attention Problems
f) Aggressive Behavior and Sleep Problems
6. 2.) CBCL 4-18 ages - has separate profiles for boys and girls and measured..
a)Anxious/Depressed
b)Withdrawn
c)Somatic Complaints
d)Social Problems
e)Thought Problems
f)Attention Problems
e)Aggressive and Delinquent
Internalizing, Externalizing, and Total Problems are also available as well as Social Competence Scales. The
Young Adult Behavior checklist (YABCL) includes scales for Aggressive Behavior, Anxious,/Depressed, Attention
Problems, Delinquent Behavior, Intrusive, Somatic Complaints, Thought Problems, and Withdrawn. Adaptive
Functioning Scales as well as Internalizing, Externalizing, and Total Problems are included
Caregiver-Teacher Report Form (1 ½-5) and Teacher Report Form (5-18) closely resembles the content of the
CBCL/1 ½ and the CBCL/4-18. However, TRF provides separate scores for Inattention and
Hyperacivity/Impulsivity.
Direct Observation Form designed for ages 5-14. It requires the evaluator to observe the child in 10-minute time
samples and then respond to 96 items that yield a behavior problem score and an on task score.
Youth Self-Report and Young Adult Self-Report reflect the first person. There are several questions and other
items that must be rated “not true” “sometimes true” or “very true”
Semi structured Clinical Interview for Children and Adolescents is designed for experienced interviewers
working with individuals ages 6-18. It includes series of questions and probes as well as forms to rate the
behaviors during the interview.
7. Interpretation of Results
Interpreted through the use of the various profiles. Profiles are also interpreted as “borderline or “ clinical.” A new
feature is the Assessment Data Manager, a software program that scores the ASEBA and allows for Multisource data
comparisons.
Technical Characteristics
Review of Relevant Research
ASEBA has been used in over 3,500 research studies in 50 countries. The vast majority of these studies however, have used it as an
outcome measure and have not studied its strengths and weaknesses specifically. In general, the technical characteristics of the ASEBA
have been favorable.
Normative Sample.
The CBCL was normed on 2,368 children. Scales were devised from parents’ ratings of 4,4555 referred children. The YABCL
used 1,074 parents. reliability. Interrater reliabilities were primarily in the .90’s for the CBCL and from the .70’s to the .90’s
for Direct Observation Form. Test-Retest coefficients were in the .80’s to .90’s for the Teacher Report Form.
Validity.
Results of several validity studies are reported in the manual. These generally demonstrate moderate correlations with
other behaviour-rating scales and the instruments’ ability to identify children who have been referred for mental health
services.
8. Overview: Achenback System of Empirically Based Assessment (ASEBA)
- Age level—1 ½ to 30 years old
- Type of administration—Individual
- Technical adequacy –Generally good reliability and validity
- Scores yielded- T-scores (type of standard score); results are placed on a Behavior
Profile.
- Suggested use—Overall, the ASEBA is one of the better behaviour-rating scales
available.
It has many positive features. The ASEBA is continuously updated through ongoing
research by the author. This is advantageous, but it requires the users to keep up with the
latest versions of the latest Instruments. Overall, the ASEBA can be used confidently to
document the behavioural status of students In a variety of areas. One drawback it that
the manual is not “ user friendly”
9. BEHAVIOR RATING PROFILE-2
It is an ecological approach to assessment, meaning that the information is obtained from a number of sources.
Components:
1) student rating scale- home, school, and peer -consist of 20 items about school, home, and peers. It is completed
by the student, is presented in a true-false format.
Examples: “I can’t seem to stay at my desk in school” ( school item)
“Other children are always picking on me” ( peer item)
“I don’t listen when my parents are talking to me” ( home item)
2) teacher rating scale-can be completed by all school personnel who have significant contact with the student.
It consists of 30 items the the teacher must categorize as “ very much like the student,” “like the student”
“ not like the student” or “not at all like the student.
Examples: “doesn’t follow class rules”
“tattles on classmates”
3) parent rating scale- can be completed by one or both of the parents.
Examples: “is verbally aggressive to parents”
“wont share belongings willingly”
4) sociogram- method to get peer perceptions in the evaluation. A pair of questions is given to each student in the class.
Examples: “which of the girls and boys in your class would you most like to have as your friend?”
“which of the girls and boys in your class would least like to have as your friend?”
This allows for the evaluation of the student in a number of settings and by a number of Individuals. The test is individually
administered
10. Interpretation of Results. Results from each section can be converted to standard scores with A mean
of 10 and a standard deviation of 3. These scores can be plotted on a behavior-rating profile sheet.
Percentile ranks are also available.
Techinical Characteristics
Normative Sample-
Reliability-
Validity-
Review of Relevant Research
The instrument has potential value as screening device, although it should not be used for
diagnosis of a behaviour disorder or developing treatment plans. Among the weaknesses were the
lack of inter observer reliability, limited usage with young children and the lack of data to indicate
that the BRP-2 can discriminate between students with emotional/ behavioral disorders and
students with learning disabilities. The instrument was not sensitive to different types of behaviour
and emotional disorders such as depression, ADHD, and conduct disorders
11. Overview: Behavior Rating Profile-2
A. Age level—6 to 18 ½ yearsl old
B. Type of administration– Individual (except for sociogram) small group possible
C. Technical characteristic s—Adequate reliability (except for grades 1 and 2 and for
student form)
D. questionable validity.
E. Scores yielded—Standard scores, percentile ranks.
F. Suggested use– measures a students behaviour in a number of settings and with
information from a number of individuals. This yields information that for instance, will
help to determine if a student’s behavior problem occurs only at home or only at
school. Unfortunately, it is difficult to determine whether a difference in behaviour is
really a difference or only the way in which the behaviour is perceived, because more
than one person is rating. In summary, the BRP-2 is a potentially useful Tool to
determine how a student behaves in different settings and how different individuals
perceive That behaviour. However, definitive diagnostic decisions should not be based
solely on the BRP-2. Clearly Research should be conducted on the BRP-2
12. In addition to the instruments just described several others are worthy of note. Those include The
Behavioral and Emotional Rating Scale, a relatively new addition, the Behavior Evaluation Scale-2, a
revision of a quickly administered instrument, the Emotional or Behavior Disorder Scale, designed
to measure emotional and behaviour problems based on the most recent definition, and the
Revised Problem Behavior Checklist, based on Quay’s classification system. Finally, the Walker
Problem Behavior Identification Checklist has received a lot of use, primarily as a screening test.
Behavioral and Emotional Rating Scale
A. Age level—5 through 18
B. Type of administration—Individual
C. Technical adequacy—Good standardization and reliability (for Total Score); adequate
validity
D. Suggested use—The Behavioral and Emotional Rating Scale is considered a “strength
based” system that focuses on student’s personal strengths The fifty-two items yield
scores in five areas: interpersonal strengths, involvement with family, intrapersonal
strengths school functioning and affective strength. An overall test score is also
available. The BERS takes only about ten minutes to complete. It seems appropriate for
screening and identifying general behavioural and emotional gaols. It has been shown to
differentiate students with emotional and behavioural disorders from those without.
ADDITIONAL CLASSROOM/HOME BEHAVIOR INSTRUMENT
13. The Behaviour Evaluation Scale-2
A. Age level—Kindergarten through grade 12
B. Type of administration—Individual
C. Technical adequacy—Adequate standardization, reliability, and
D. Scores yielded—Standard scores for subscales and total,
E. Suggested use—The Behavior Evaluation Scale-2 can be
approximately fifteen to twenty minutes. It includes seventy-six
broken down into the areas of learning problems ,interpersonal
difficulties, inappropriate behaviors, unhappiness/depression,
symptoms/fears and a total score. It should be used in
other instruments to make important decisions Although it is
for screening purposes. It is also easy for classroom use.
14. The Emotional or Behavior Disorders Scale
A. Age level—4 ½ to 21 years old.
B. Type of administration—Individual
C. Technical adequacy—Good normative sample, adequate reliability and validity
D. Scores yielded—Standard scores, percentiles
E. Suggested use—The Emotional or Behavior Disorder Scale was designed to
meet the criteria Specified in the new behaviour disorder definition by the
same name. The subscales include Are Academic Progress, Social
Relationships, Personal Adjustment, and Vocational, although The vocational
component of the EBDS is sold separately and designed for use for students
Age 15 or older. School and home versions of the scale each can administered
in approximately Fifteen to twenty minutes. One nice feature of the EBDS is an
intervention manual that includes More than 400 strategies, goals, and
objectives for students with EBD.
15. Social Skills Instruments
One criticism of many behaviour-rating scales is that they focus more on maladaptive or
Problem bahaviors instead of prosocial behaviors. With the knowledge importance of social
Skill deficits in children with disabilities. It is not surprising that instruments have been
Developed that focus more on social competence and social skills.
ADHD Instruments
Although not recognized as a separate disability area in the Individuals with Disabilities
Education Act, Attention Deficit-Hyperactivity Disorder (ADHD) has been receiving increasing
Interest. ADHD can either predominantly inattentive (previously termed ADD) predominantly
Hyperactive/impulsive, or combined. Similarly, in recent years new instruments designed to
measure these areas have been published. Attention deficit, disorder Evaluation Scale, the
ADD-H Comprehensive Teacher’s Rating Scale, The attention Deficit/Hyperactivity Disorder
Test, the Children’s Attention and Adjustments Survey and the Diagnostic Assessment Scales
for Attention Deficit/Hyperactivity Disorder. In addition, the Connors Rating Scales-Revised,
originally Developed to measure hyperactivity, have also received new attention.
17. Attention Deficit Disorders Evaluation Scale-2
A. Age level—4 ½ to 20 years
B. Type of administration—Individual
C. Technical adequacy—Good formative sample (school version), adequate normative
version), good reliability, adequate validity.
D. Score yielded—Standard scores and percentile ranks; a profile analysis is also available
E. Suggested use—It was developed to help identify individuals with attention deficit
without hyperactivity). The scale was designed based on the American Psychiatric
Diagnostic and Statistical Manual (DSM-IV) criteria. Subsequently, three subscales
impulsiveness, and hyperactivity. Both a school version and a home version are available,
be completed in approximately fifteen to twenty minutes. In addition to the scale itself,
Deficit Disorders Intervention Manual also coincides with the behaviors noted in the
the test. A parent guide to Attention deficit disorders provides suggestions for
the behaviour noted in the home version. A Computerized program is also available for
and intervention manual. In a review of the original ADDES, Silverthorne (1994) Noted
features, including the ease of administration and scoring and its construction on the
criteria established by the APA. She also pointed out that factor analytic studies have
presence of only Two factors—inattention-disorganization and motor hyperactivity-
18. ADD-H Comprehensive Teacher’s Rating Scale (Second Edition)
A. Age level—Kindergarten through grade 8
B. Type of administration—Individual
C. Technical adequacy—Adequate normative sample, adequate reliability,
questionable validity
D. Scores yielded—Percentile ranks and a visual profile
E. Suggested use—The ADD-H Comprehensive Teacher’s Rating Scale is a brief
checklist of Twenty-four items that measures the areas of attention,
hyperactivity, social skills, and Oppositional behaviour. The authors recommend
that the scale be administered by teachers Because the majority of the items on
the scale would be demonstrated in the classroom. The ACTeRS is probably used
as a quick screening device although it might be used with other Information to
help identify a student as having ADHD. Computerized scoring is also available For
the ACTeRS.
19. Attention Deficit/Hyperactivity Disorder Test
A. Age level—3 to 23 years old
B. Type of administration—Individual
C. Technical adequacy—Good normative sample, good reliability, adequate validity
D. Scores yielded—Standard score and percentile ranks.
E. Suggested use—The items were selected based on the diagnostic criteria for ADHD
found In the DSM-IV. The ADHDT contains thirty-six items measuring the areas of
hyperactivity, Impulsivity, and inattention. The instrument is basically used as a
screening measure and can be completed by teachers, parents, as well as others who
are knowledgeable about the child. The ADHDT is the first instrument to provide
national norms based on ADHD subjects.
The Children’s Attention and Adjustment Survey
A. Age level—5 to 13 years old
B. Type of administration—Individual
C. Technical adequacy—adequate normative sample, reliability, and validity
D. Scores yielded—Standard scores and percentile ranks.
E. Suggested use— The CAAS; is a short checklist of behaviors related to attention
problems and hyperactivity. Specifically, the CAAS provides information regarding four
areas: inattentiveness Impulsivity, hyperactivity, and conduct problems and
20. Connors Rating Scales-Revised
• Age level—3 through 17 years old
• Type of administration—Individual
• Technical adequacy—Varied, depending on type and form of scale used; in
general, the long forms are preferable to the short forms.
• Scores yielded—Empirical percentile, T-scores.
• Suggested use—It is more up to date version of the original Conners Scales
that were used Initially to identify children with hyperactivity.
Diagnostic Assessment Scales for Attention Deficit/Hyperactivity Disorder
• Age level—5 through 18 years old
• Type of administration—Individual
• Technical adequacy—Good standardization, good reliability, and validity
• Scores yielded—A four point Likert scale.
• Suggested use— Designed using the ADHD rater found in the DSM-IV. In
addition, the American Academy of Pediatrics Practice Guidelines for the
Diagnosis and Evaluation of ADHD were used.
21. Autism Instruments
With the passage of IDEA, autism became a new category of disability. The result has
been an increase in the number of assessment instruments designed to identify
individuals who have autism.
Autism Screening Instrument for Educational Planning-2
A. Age level- 18 months through adulthood
B. Type of administration—Individual
C. Technical adequacy—Adequate normative sample, reliability, and validity
D. Scores yielded—Standard scores and percentiles; summary booklet profile
E. Suggested used—It is a revision of popular autism screening instrument that
includes subtests measuring five areas. Those five areas are a sample of vocal
behaviour, assessment of interaction, assessment of communication,
determination of learning rate, and a behavioural checklist measuring sensory,
relating, body concept, language, and social self-help skills.
22. Childhood Autism Rating Scale
A. Age level– 2 years and up
B. Type of administration—Individual
C. Technical adequacy—Adequate normative sample, reliability, and validity.
D. Scores yielded—A diagnostic categorization system is provided based on the individual’s
raw score on the fifteen items.
E. Suggested usd—The Childhood Autism Rating Scale was originally developed as a means
of evaluating children for a statewide program called Treatment and Education of Autistic
and Related Communication Handicapped Children (TEACCH).
Gilliam Autism Rating Scale
A. Age level—3 through 22 years
B. Type of administration—Individual
C. Technical adequacy—Adequate normative sample, good reliability and validity
D. Scores yielded—Standard scores and percentiles
E. Suggested use—It was designed for use by teachers, parents, and other professionals. The
GARS was based on the information on autism provided, in part, from the DSM-IV manual
of the American Psychiatric Association and by the Autism Society of America.
23. MEASUREMENT OF EMOTIONAL STATUS
Ironically, many examiners try to infer a child’s emotional state by “analysing”
the observable behavior. For instance, “Because Susan is sitting alone in the
back of the classroom, she has a poor self-concept”; or “Because Billy hit his
sister, he is having problems with sibling rivalry.” Inferences of this type should
be avoided; they usually result in some kind of misinterpretation.
Projective Methods
They grew our of psychoanalytic and Gestalt psychology. The concept is
simple. When presented with an ambiguous stimulus, an individual will “project”
his or her “ way of seeing life, his meanings, significances, patterns and
especially his feelings”
24. The following is a brief discussion of several projective
tests
• Rorschach Ink Blot Test (Rorschach,1932). Is the test the typically
comes to mind when the term projective test is mentioned. Exmines
what they see in inkblot.
• Thematic Apperception Test (Murray 1943). Is the test uses a series
of thirty-one pictures as stimuli to elicit projected stories.
• Childrens Apperception(Bellak & Bellak, 1974). As in the TAT, cards
with pictures on them are used to stimuli. The CAT consists of two
sets of cards. One set of ten cards has picture of animals involved in
a variety of situations. The other set of pictures has the picture of
humans. This set can be used with older children.
26. • Education Apperception Test(Thompson &Sones 1973)-
consists of 18 pictures of children engaged in school related
It measures child emotion in four areas: learning, authority,
relations, and home attitude toward school.
• Task of Emotional Development(cohen and Weil 1971)-
consist of 13 pictures that are associated with specific areas
emotional dev. In children and adolescent.
– Socialization within the group
– Establishment of trust with people
– Acceptance and control of aggressive feelings towards peers
– Establishment of positive attitudes toward academic learning
– Establishment of conscience with respect to the property of
– Separation from the mother figure
– Identification with the same sex parent
– Acceptance of siblings
– Acceptance of limits from adults
– Acceptance of affection between parents
– Establishment of positive attitude toward orderliness and
– Establishment of positive self concept.
– Establishment of positive heterosexual socialization
27. • Hutt adaptation bender gestalt test (Hutt,1977)- types
of errors made and the approach taken in the copying
forms are interpreted in terms of personality
• Human figure drawing test(Koppitz,1968)- designed to
use a childs drawing of a human figure as a projective
• Kinetic drawing system for family and school(Knoff&
Prout 1985)- combination of the older kinetic family
drawing and the kinetic school drawing. Ages 5-10.
• Self report and projective inventory(ziffer& Shapiro
1995)- designed for children 5-12 combines self report
and projective components.
• Draw a person- interpretation on a childs drawing of a
man, woman and him or herself.
29. Self Concept Measures
One area that assessed frequently is a student
self-concept. Because this is a difficult
construct to define, most of the instrument in
this area are of questionable validity. Other
self-concept scales is non-verbal and still
others are completed by someone other than
the subject. One problem with most self-
concept scales is that the positive or negative
intent of the items is fairly obvious. Many
children will answer the way they think others
will expect them to respond.
30. Several measures of self-concept
• Age level-Grades 4 to 12
• Areas measured-Behavior, Intellectual and School
Status, Physical Appearance and Attributes, Anxiety,
Popularity, Happiness and Satisfaction, and Lie Scale
• Administraion and Scoring-The Pierres-Harris Self-
Concept Scale. The subject must read each
statement and score it “yes” or “no”
• Reading required-yes
• Technical Adequacy-Adequate reliability, limited
validity
31. Self-Esteem Index
• Age level-7 to 18 years
• Areas measured-Academic competence, family
acceptance, peer popularity, personal security
• Administraion and Scoring- Administered to
individuals or group. It includes a self-report
format using a four-point LIkert scale
• Reading required-yes
• Technical Adequacy-Adequate reliability,
limited validity
32. Student Self-Concept Scale
• Age level-Grades 3 to 12
• Areas measured-Academic, Social, Self Image, and
Lie Scale. Note: The first three self- concept areas
are measured along three dimensions: self–
confidence, importance, and outcome confidence
• Administraion and Scoring- Uses a self-report rating
format and is based on Bandura’s theory of self-
efficacy. It can either administered by individual or
by a group and consists of 72 items
• Reading required-yes
• Technical Adequacy-Adequate reliability, limited
validity
33. Tenesse Self-Concept Scale: Second Edition
• Age level-7 and older
• Areas measured-
• Counseling form- Self criticism; self esteem
• Clinical and Research form-Above areas; plus 15 others including
response bias, net conflict, total conflict, empirical scales, and
deviant signs.
• Administration and Scoring- It has 100 items.
The subject must reach each item on a scale of
1 (false) to 5 (true)
• Reading required-yes
• Technical Adequacy-Adequate reliability, limited
validity
34. Inventories and Questionnaires
The intent of inventories and questionnaires is to measure objectively the
emotional and personality characteristics of individuals. Most of these
instruments are designed for adolescents and adults. One notable exception is
the Personality Inventory for Children-2. Another is Beck Youth Inventories
which are used primarily for screening depression, anxiety, depression,
disruptive behaviour, and self-concept. Inventories and questionnaires usually
include a large number of items that purportedly measure several personality
traits or characteristics (A group of items referring to a given trait is usually
referred to as a scale for that trait.) Many times, these items are in the form of
a behavioral description (“such as I sometimes hear strange voices”) That the
examinee must label as true or false. This self-report techniques is used in
majority of these instruments, although some of them require a familiar
person (such as parent) to complete the items about the examinee.
In addition to the personality scales themselves, these instruments usually
includes some type of validity scale to help determine if the examinee is “
telling the truth”. In general, however, both of the reliability and the validity of
these instruments have been questioned. Many inventories have also been
criticized because the various areas identified for a profile analysis overlap in
content. For these and several other reasons, the use of these instruments as
tools in the process of education is limited.
35. Other popular personality inventories
Personality Inventory for Children-2- One of the few
inventories designed to include children in its age range. It
can be used with individuals from age 5 to 19. There are
both Response and Validity Scales (to determine the
truthfulness of the answers) and Adjustment Scales. There
are 275 item that can be administered in approximately
40 minutes. A shorten version can be done in 15 minutes.
The PIC-2 is one of the few available personality
inventories designed for children. One must be aware of
the possible bias of the respondents. The test is more
clinical than educational; the result will be used for more
for eligibility purposes than educational programming.