RELIABILITY AND STRUCTURAL VALIDITY OF THE TEACHER RATING SCALES OF EARLY ACADEMIC COMPETENCE     

Erin E. Reid  James C. Diperna  Kristen Missall  Robert J. Volpe 《Psychology in the schools》2014,51(6):535-553

Currently, there are few strengths‐based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at‐risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS‐EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five‐factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five‐factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS‐EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.  相似文献   

Depression among students with learning disabilities: assessing the risk   总被引：3，自引：0，他引：3  

Maag JW  Reid R 《Journal of learning disabilities》2006,39(1):3-10

Researchers have found that students with learning disabilities (LD) obtain statistically higher scores on measures of depression than their peers without LD. However, what is not known is whether students with LD display greater levels of clinical depression than their peers without LD. If they do, then special education services should address this area of concern. If they do not, then the current mental health system may be adequate to treat children and adolescents with depression regardless of whether they have concomitant LD. The purpose of this study was to meta-analyze the data-based literature and quantify mean differences in depression measure scores and levels of clinical depression between students with and without LD.  相似文献   

Who disrupts from placement in foster and kinship care?     

Chamberlain P  Price JM  Reid JB  Landsverk J  Fisher PA  Stoolmiller M 《Child abuse & neglect》2006,30(4):409-424

OBJECTIVE: To identify reliable, inexpensive predictors of foster care placement disruption that could be used to assess risk of placement failure. METHODS: Using the Parent Daily Report Checklist (PDR), foster or kinship parents of 246 children (5-12 years old) in California were interviewed three times about whether or not their foster child engaged in any of the 30 problem behaviors during the previous 24 h. PDR was conducted during telephone contacts (5-10 min each) that occurred from 1 to 3 days apart at baseline. Disruptions were tracked for the subsequent 12 months. Other potential predictors of disruption were examined, including the child's age, gender, and ethnicity, the foster parent's ethnicity, the number of other children in the foster home, and the type of placement (kin or non-kin). RESULTS: Foster/kin parents reported an average of 5.77 child problems per day on the PDR checklist. The number of problem behaviors was linearly related to the child's risk of placement disruption during the subsequent year. The threshold for the number of problem behaviors per day that foster and kinship parents tolerated without increased risk of placement disruption for these latency-aged children was 6 or fewer. Children in non-kin placements were more likely to disrupt than those in kinship placements. There was a trend for increased risk of disruption as the number of children in the home increased. CONCLUSIONS: The PDR Checklist may be useful in predicting which placements are at most risk of future disruption, allowing for targeted services and supports.  相似文献   

Art and Science in Challenging Needs Assessments: A Case Study     

Reid A. Bates  Elwood F. Holton 《Performance Improvement Quarterly》2002,15(1):111-130

This paper describes a needs assessment project that implemented two distinctive features to address challenges often faced in the needs assessment process. First, a pre‐assessment planning process was developed that successfully educated clients about the analysis process, generated management commitment, identified and prioritized key performance issues, and established an outcomes‐oriented strategic focus for the assessment. Second, to analyze team performance issues, a theory‐to‐practice process was developed that involved the use of discovery‐oriented inquiry within the project context (an inductive approach) with a deductive approach grounded in existing academic research and theory. The complementary and integrated use of these approaches yielded a more comprehensive understanding of the team performance problems, thorough analysis of those problems, and more focused and refined performance improvement recommendations.  相似文献   

Teacher attitudes on coping with grief in the public school classroom     

Jon K. Reid  Wayne A. Dixon 《Psychology in the schools》1999,36(3):219-229

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