Compendium SELTools

CompendiumofPreschoolThroughElementarySchool
SocialEmotionalLearning
andAssociatedAssessmentMeasures
SusanneA.Denham
GeorgeMasonUniversity
PeterJi
UniversityofIllinoisatChicago
BridgetHamre
UniversityofVirginia
October2010
DeliverableforAssessmentsforSocial,Emotional,andAcademicLearning
withPreschool/ElementarySchoolChildren
FundedbytheBill&MelindaGatesFoundation,theKirlinCharitableFoundation,
theNoVoFoundation,theRaunerFamilyFoundation,andtheUniversityofIllinoisatChicago
TableofContents
Introduction............................................................................................................................................................3
CoreConstructs.......................................................................................................................................................7
Section1AspectsofSchoolContext....................................................................................................................8
ArnettCaregiverInteractionScale(CIS)........................................................................................................10
AssessmentProfileforEarlyChildhoodPrograms(APECP)...........................................................................12
EarlyChildhoodEnvironmentRatingScaleRevisedEdition(ECERSR)......................................................16
PreschoolProgramQualityAssessment,2ndedition(PQA).........................................................................19
ClassroomAssessmentScoringSystem(CLASS)............................................................................................23
EarlyChildhoodClassroomObservationMeasure(ECCOM).........................................................................28
SchoolAgeCareEnvironmentRatingScale(SACERS)...................................................................................31
StudentTeacherRelationshipScale..............................................................................................................33
AssessmentofPracticesinEarlyElementaryClassrooms(APEEC)...............................................................35
Section2TheFiveSELCoreCompetencies........................................................................................................38
ChallengingSituationsTask(CST)..................................................................................................................43
DenhamsAffectKnowledgeTest(AKT)........................................................................................................45
TheDevereuxEarlyChildhoodAssessment...................................................................................................48
MinnesotaPreschoolAffectChecklist(MPAC)..............................................................................................50
PennInteractivePreschoolPlayScales..........................................................................................................52
PreschoolSelfRegulationAssessment(PSRA)..............................................................................................54
SelfDescriptionQuestionnaireforPreschoolers(SDQP)..............................................................................55
SocialCompetenceandBehaviorEvaluation30.........................................................................................58
SouthamptonTestofEmpathyforPreschoolers(STEP)................................................................................61
BattelleDevelopmentalInventory(BDI),2ndEdition.....................................................................................63
BehaviorAssessmentSystemforChildren,SecondEdition(BASC2)...........................................................65
BerkeleyPuppetInterview(BPI)....................................................................................................................68
CopingwithEmotionalSituations..................................................................................................................70
EmotionRegulationChecklist........................................................................................................................72
ThePictorialScaleofPerceivedCompetenceandSocialAcceptanceforYoungChildren(PSPCSAYC)........74
PositiveandNegativeAffectScale(PANAS)..................................................................................................76
PositiveandNegativeAffectScale,ChildVersion(PANASC)........................................................................76
RothbartTemperamentScalesInfant,EarlyChildhood,Child...................................................................78
SocialSkillsRatingSystem(SSRS)..................................................................................................................81
SocialSkillsImprovementSystem(SSIS)........................................................................................................83
SociometricRatingsandNominations...........................................................................................................86
AssessmentofChildren'sEmotionSkills(ACES)............................................................................................89
BehavioralandEmotionalRatingScaleSecondEdition:(BERS),ParentRatingScale(PRS),YouthRating
Scale(YRS)......................................................................................................................................................91
BryantEmpathyScaleforChildren................................................................................................................94
Child/Teacher/ParentRatingScale................................................................................................................95
ChildrensEmotionManagementScales:AngerandSadness.......................................................................97
DevereuxStudentStrengthsAssessment(DESSA)........................................................................................99
EmotionExpressionScaleforChildren(EESC).............................................................................................102
FeelingsaboutSchool(FAS).........................................................................................................................104
CompendiumofSELandAssociatedAssessmentMeasuresOctober2010
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FriendshipQualityQuestionnaire................................................................................................................106
HowIFeelScale...........................................................................................................................................107
KatzGottmanRegulationScale..................................................................................................................108
KuschAffectInterviewRevised...............................................................................................................109
MeasureofProsocialandAggressiveBehavior...........................................................................................111
MultidimensionalSelfConceptScale(MSCS)..............................................................................................113
RelationshipQuestionnaire(RelQ).............................................................................................................115
ResiliencyInventory.....................................................................................................................................118
Section3AcademicrelatedSELCompetencies...............................................................................................120
PreschoolLearningBehaviorsScale(PLBS)..................................................................................................123
ChildBehaviorChecklist(CBCL)andTeacherReportForm(TRF)................................................................125
TheTeacherRatingScaleofSchoolAdjustment(TRSSA)............................................................................128
LearningBehaviorsScale(LBS)....................................................................................................................130
RevisedChildrensManifestAnxietyScale(RCMAS)...................................................................................132
SenseofClassroomasaCommunityScaleFeelingsaboutMyClassroom...........................................134
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Introduction
Inthiscompendiumwefocusontoolstoassessthesocialandemotionallearning(SEL)ofpreschool
andelementaryschoolstudents(i.e.,fivetotenyearolds),alongwithaspectsofthecontextsin
whichtheylearnandtheirlearningbehaviors.Theseassessmentmeasuresareintendedfor
researchersandthoseintheappliedresearchcommunityforexample,educatorsandsocial
workerswhomayfindthemusefulintheirworkwithgroupsofchildren.
Increasingly,SELhasbeenshowntobecriticaltochildrenssuccessinschool,bothacademicallyand
socially(Greenbergetal.,2003;Paytonetal.,2007).WehaveidentifiedfivecoreSELcompetencies:
selfawareness,selfmanagement,socialawareness,responsibledecisionmaking,and
relationship/socialskills(Paytonetal.,2000;Zinsetal.,2007).
Selfawareness.Selfawarenessreferstotheabilitytoaccuratelyassesspersonalfeelings,interests,
values,andstrengths.Aschildrenmoveintoelementaryschool,theirfeelingsofselfefficacybecome
evenmoreimportant.ThisaspectofSELalsoincludesidentifyingandlabelingonesownfeelings.
Althoughpreschoolershaveawelldefined,stablesenseofself,muchdevelopmentinthisarea
occursduringthepreschoolthroughprimaryyears.
Selfmanagement.Selfmanagementincludestheabilitytohandleonesemotionsinproductive
ways,beingawareoffeelings,monitoringthem,andmodifyingthemwhennecessary,sothatthey
aidratherthanimpedethewaysinwhichthechildisabletocopewithvaryingsituations.Thisaspect
ofSELalsoincludeshandlingstress,perseveringdespiteobstacles,andexpressingemotions
appropriately.Atthesametime,importantnonemotionalaspectsofselfmanagementare
paramounttosuccessinthepreschoolthroughelementaryyears.Theseincludebeingabletouse
somenonSELskills(e.g.,workingmemory,attention,andinhibitorycontrol)toregulateonessocial
andacademicbehavior.
SocialAwareness.ThisaspectofSELincludestheabilitytotakeothersperspectives,understand
theirfeelings,andempathizewiththem,andtoappreciateotherssimilaritiesanddifferences.
Childrenareconstantlyattemptingtounderstandtheirownandothersbehavior,andemotionsplay
aroleinthisunderstanding,conveyingcrucialinterpersonalinformationthatcanguideinteraction.
Inabilitytointerpretemotionscanmaketheclassroomaconfusing,overwhelmingplace.Much
developmentoccursinthisareaofSELacrossthisageperiod.
RelationshipSkills.ThegoalinthisaspectofSEListopromotepositiveandeffectiveexchangeswith
othersand,ultimately,relationshipsthatlastovertime.Numerousskillsarecrucialatthislevel,
includingmakingpositiveoverturestoplaywithothers,initiatingandmaintainingconversations,
cooperating,listening,takingturns,seekinghelp,anddevelopingfriendshipskills(e.g.,joining
anotherchildorsmallgroup,expressingappreciation,negotiating,andgivingfeedback).Inaddition,
assertingoneself,resolvingconflict,andaddressingothersneedsthroughnegotiationdevelopduring
thepreschooltoprimaryperiod.
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Responsibledecisionmaking.Responsibledecisionmakingbecomesimportantastheeveryday
socialinteractionsofpreschoolersincreaseinfrequencyandcomplexity.Youngchildrenmustlearn
tosolvesocialproblemstoanalyzesocialsituations,identifyproblems,setprosocialgoals,and
determineeffectivewaystosolvedifferencesthatarisewithintheirpeergroup.Responsible
decisionmakingincreasinglyincludestheabilitytomakeappropriateethicaldecisionsthatconsider
andrespectothersandpromotethewellbeingoftheschoolandcommunity.Attheagesconsidered
here,complyingwithclassroomrules,resistingpeerpressure,andcontrollingaggressionorother
disruptivebehavioralsoreflectsuchresponsibility.
AllofthesecomponentsofSELareinterrelated.Toperformresearchonthesecomponentsandtheir
relationtoacademicandsocialsuccess,tofocusontheneedsofindividualchildren,andtoshowthe
successofSELprogramming,assessmenttoolsarerequired.Thiscompendiumprovidesaguideto
suchinstruments.
Inaddition,knowledgehasincreasedaboutthecharacteristicsofschoolcontextsandhowtheyrelate
tobothacademicandsocialsuccess.Forexample,healthyrelationshipsintheclassroombothpredict
SELskillsandarepredictedbythemovertime.Aspectsoftheclassroomthatareimportantinthis
regardinclude,alongwithsupportiverelationshipsamongteachersandchildren,effectiveclassroom
managementandgoodinstruction(includinginstructioninSELskillsandopportunitiesforchildrento
applythoseskills).
Theassessmenttoolsinthiscompendiumhavebeengatheredtoprovideresearchers,especially
educationalandpolicypractitioners,ameanstogaugetheSELskillsofthepreschool/elementary
studentsintheircare,aswellastoevaluatecontextsthatpromoteSELanditslongtermoutcomes.
Manycompendiaofmeasurementtoolsarecurrentlyavailable,butwebelievethiscompilationhas
specialvaluebecause(1)itfollowsourframeworkofSELrelatedinputs(seeTable1,nextpage);and
(2)itismorecomprehensivethanmost.
AssessmenttoolsareincludedfortheleftmosttwocolumnsofTable1only(wedonotconsiderthe
rightmostcolumnbecauseourfocushereisonmoreproximalaspectsofSELandschoolinginthe
preschoolandelementaryyears).Ratherthanattemptingtobecompletelyexhaustive,wehave
includedmeasuresthatmatchthecoreSELconstructsforeachagerangeandformultiplereporters
andmethods,wherepossible.
Thetoolsinthiscompendiumareorganizedintothreesections,correspondingwithContext(Section
1);theCoreSELCompetenciesofSelfAwareness,SelfManagement,SocialAwareness,Relationship
Skills,andResponsibleDecisionMaking(Section2),andAcademicrelatedSELCompetencies,i.e.,
FeelingsaboutSchool/SchoolClimate,andAcademicCompetencies(Section3).Wehavecreateda
tableforeachsectionsouserscanhaveanoverviewofwhatSELassessmentsareavailable,forwhich
studentgrades,andforwhichSELcorecompetency.
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Withineachtable,theassessmentswerefirstsortedbygradelevel(preschool,
preschool/elementary,elementaryschool).Specificsregardingageandgraderangeforeachmeasure
arefurtherdetailedinthemeasuredescription.Withineachgradelevelassessmenttoolswerethen
sortedalphabeticallybygradelevelgroupandbasicratingtypeincludingteacherrating,parent
rating,studentreport,performancebased,observational,andother.Foreachmeasure,weprovide
informationaboutthemeasureitself,includingadministration(rater,format,andlength),scoring,
psychometrics,overallstrengthsandweaknesses,pricing,source,andreferences.
Weacknowledgetherearegapsinwhatweofferineachsection.Forsomeconstructsandsomeage
ranges,fewassessmenttoolsareavailable.Thesegapsarenotedintheintroductionstoeachsection.
TheSELassessmentfieldisevolving,andalthoughweapplaudwhathasbeendonesofar,we
recognizetheneedformoreworktocreatenewandbetterassessmenttools.Finally,wechose,for
reasonsofspaceandfocus,nottoincludeinthiscompendiumcurriculumbased,diagnostic,orwork
samplingassessmenttools.
ForotherinformationonSELassessment,pleaseseethefollowing:
Denham,S.A.(2006).Socialemotionalcompetenceassupportforschoolreadiness:Whatisitand
howdoweassessit?EarlyEducationandDevelopment,SpecialIssue:MeasurementofSchool
Readiness,17,5789.
Denham,S.A.,&Weissberg,R.P.(2004).Socialemotionallearninginearlychildhood:Whatwe
knowand&wheretogofromhere?InE.Chesebrough,P.King,T.P.Gullotta,&M.Bloom(Eds.),A
blueprintforthepromotionofprosocialbehaviorinearlychildhood(pp.1350).NewYork:
Kluwer/AcademicPublishers.
Denham,S.A.,Wyatt,T.,Bassett,H.H.,Echeverria,D.,&Knox,S.(2009).Assessingsocialemotional
developmentinchildrenfromalongitudinalperspective.JournalofEpidemiologyandCommunity
Health,63,3752.
Greenberg,M.T.,Weissberg,R.P.,OBrien,M.U.,Zins,J.E.,Fredericks,L.,Resnik,H.,&Elias,M.J.
(2003).Schoolbasedprevention:Promotingpositivesocialdevelopmentthroughsocialand
emotionallearning.AmericanPsychologist,58(6/7),466474.
Payton,J.W.,Wardlaw,D.M.,Graczyk,P.A.,Bloodworth,M.R.,Tompsett,C.J.,&Weissberg,R.P.
(2000).Socialandemotionallearning:Aframeworkforpromotingmentalhealthandreducingrisk
behaviorsinchildrenandyouth.JournalofSchoolHealth,70(5),179185.
Payton,J.,Weissberg,R.P.,Durlak,J.A.,Dymnicki,A.B.,Taylor,R.D.,Schellinger,K.B.,&Pachan,M.
(2008).Thepositiveimpactofsocialandemotionallearningforkindergartentoeighthgrade
students:Findingsfromthreescientificreviews.Chicago,IL:CollaborativeforAcademic,Social,and
EmotionalLearning.
Page5
Zins,J.E.,Bloodworth,M.R.,Weissberg,R.P.,&Walberg,H.J.(2007).Thescientificbaselinking
socialandemotionallearningtoschoolsuccess.JournalofEducationalandPsychological
Consultation,17,191210.
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Table1.CoreConstructsforStudentSocial,Emotional,andAcademicCompetencies;Classroom&SchoolContext;andLongtermStudentOutcomes
Context
EffectiveClassroomManagement(e.g.,
materialsclearlyorganized,studentmatters
dealtwithefficientlyandappropriately,
proactively)
InstructionalSupport(e.g.,teacherhas
studentsprepared)
HealthyRelationships(e.g.,teachers
emotionallysupportstudents,respondto
studentconcerns)
SocialandEmotionalSkillsInstruction(e.g.,
classtimedevotedtosequenced,active,
focused,andexplicitsocialandemotional
skillsdevelopment)
OpportunitiesforSocialandEmotionalSkill
Application(e.g.,extracurricular
programming,studentgovernment,service
learning)
ProsocialNormsandBehaviors(e.g.,clear
standardsandexpectations,prosocialand
healthybehaviorsareestablishedand
rewarded)
StudentsSELCompetencies
ShorttermStudentOutcomes
SelfAwareness(e.g.,identifyingfeelings,beliefs,
andvalues,selfconfidence,selfesteem,
appropriateemotionalexpression,curiosity,
optimism,perceivedcompetence,selfefficacy)
SelfManagement(e.g.,attention,emotion
regualation,selfcontrol,angermanagement,stress
management,settingandachievinggoals,flexibility
andadaptability,initiativeandpersistence)
SocialAwareness(e.g.,emotionknowledge,
empathy,socialawareness,perspectivetaking,
respectfordifferences,belongingnesstofamily,
communityculture)
Relationshipskills(e.g.,peercompetence,effective
communicationandlisteningskills,abilitytowork
wellwithothers,cooperationwithothers,conflict
resolutionskills,negotiationskills)
ResponsibleDecisionMaking(e.g.,followsrules,
takesresponsibilityformistakes,resistsnegative
peerpressure,responsibledecisionmakingand
socialproblemsolvingskills,leadershipskills)
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Lackofinternalizedproblems(e.g.,
depression,anxiety)
Lackofexternalbehaviorproblems(e.g.,
actingout,disciplineproblems)
SchoolEngagement(e.g.,relationshipswith
teachers,socialconnectionsinthe
classroom,classroomparticipation,
academicmotivation,attendance)
AcademicCompetence(e.g.,GPA,
achievementtestscores)
Longterm(SecondarySchoolandBeyond)
Outcomes
AcademicSuccess(e.g.,highschool
graduation,collegegraduation)
MentalHealth(e.g.,reducedbehavioraland
emotionaldisorders,positivelifeoutlook)
PhysicalHealth(e.g.,engageinbehaviors
thatpromotehealthylifestyles,doesnot
engageinriskybehaviorssuchassubstance
abuseorunprotectedsex)
PositiveSocialRelationships(e.g.,having
networkoffriends,positivefamily
relationships,andparentingskills)
Preparedforworkforce(e.g.,skillsand
dispositionstogain,maintain,andadvance
inemployment)
CivicandCommunityEngagement(e.g.,
communityservice,civicparticipation,or
contribution)
Section1:AspectofSchoolContext
ThisincludesmeasuresinTable2on:
EffectiveClassroomManagement(e.g.,materialsclearlyorganized,studentmattersdealtwithefficiently,
appropriately,proactively)
InstructionalSupport(e.g.,teacherhasstudentsprepared)
HealthyRelationships(e.g.,teachersemotionallysupportstudents,respondtostudentconcerns)
SELSupportiveEnvironment
SocialandEmotionalSkillsInstruction(e.g.,classtimedevotedsequenced,active,focused,
explicitsocialandemotionalskillsdevelopment)
OpportunitiesforSocialandEmotionalSkillApplication(e.g.,extracurricularprogramming,
studentgovernment,servicelearning)
Table2summarizesthefollowingmeasures.Althoughitmayappearthatthereisadearthofmeanstoassess
healthyrelationshipsintheclassroom,thosethatexist(theCLASSandtheSTRS)aregoldstandardsinthe
field.
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Table2.ContextMeasures,SubConstructAssessed,AgeRange,PreschoolorElementarySchool,andRatingType*
School/Grade
Level
Instructional
Support
Healthy
Relationships
SELsupportive
Environment
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other
(e.g.,interview)
RatingType
EffectiveClassroom
Management
EnvironmentalSkillsand
Instruction
ArnetteCaregiverInteractionScale
(CIS)
AssessmentProfileForEarly
ChildhoodPrograms(APECP)
EarlyChildhoodEnvironmentRating
ScaleRevisedEdition(ECERSR)
Preschoolprogramquality
assessment,2ndedition(PQA)
ClassroomAssessmentScoring
System(CLASS)
EarlyChildhoodClassroom
ObservationMeasure(ECCOM)
Schoolagecareenvironmentrating
scale(SACERS)
StudentTeacherRelationshipScale
AssessmentOfPracticesInEarly
ElementaryClassrooms(APEEC)
ScaleName
* Shadedcellsindicateareaofcontextassessed,agelevel,orratingtype.
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Measure
ArnettCaregiverInteractionScale(CIS)
Constructs
ClassroomEmotionalEnvironment,SELSupportiveEnvironments
Agerange
Originallyvalidatedforpreschool
Ratingtype
Observational
Descriptionof
measureasrelated
toconstructof
interest
Toratetheemotionaltone,disciplinestyle,andresponsivenessofteachersand
caregiversinaclassroom.Theitemsfocusontheemotionaltoneandresponsiveness
ofthecaregiversinteractionswithchildren.Thescaledoesnotaddressissuesof
curriculumorotherclassroommanagementissues(suchasgroupingorflowof
activities)(U.S.DepartmentofEducation,1997,p.78).
Administration
TrainingRequired:Youmustachievea.70interraterreliabilityfortwoconsecutive
visitstobeacertifiedArnettCaregiverInteractionScaleobserver(Jaeger&Funk,
2001).
Scoring
TheCaregiverInteractionScale(CIS)consistsof26itemsusuallydividedinto4
subscales.Someresearchershaveconductedfactoranalysesonthe26itemsandhave
founddifferentsubscales(e.g.,Whitebook,Howes,&Phillips,1989).
Observersareaskedtoratetheextenttowhich26itemsarecharacteristicofthechild
careproviderwhomtheyareobserving.Itemsarescoredona4pointscalefrom(1)
Notatallcharacteristicto(4)Verymuchcharacteristicofthechildcareprovider.The
measureusuallycontainsthefollowingsubscales:
Sensitivity(10items)
Harshness(8items)
Detachment(4items)
Permissiveness(4items)
Reliability
JaegerandFunk(2001)reportedinterraterreliabilitycoefficientsrangingfrom.75to
.97betweenacertifiedobserverandtrainees.
Forinternalconsistency,CronbachsalphasfromtheObservationalStudyofEarly
ChildhoodPrograms(Layzer,1993):Warmth/responsivenessrating(10)=.91,and
Harshnessrating(7)=.90
JaegerandFunk(2001)reportedcoefficientsof.81andhigherforthesensitivity
(positiveinteraction),punitiveness,anddetachmentsubscales.
Validity
ConcurrentValidity:Layzer(1993)foundcorrelationcoefficientsof.43to.67between
theCISandseveralothermeasuresofchildcarequality(i.e.,EarlyChildhood
EnvironmentRatingScale(ECERS),AssessmentProfileforEarlyChildhoodPrograms,
DescriptionofPreschoolPractices.However,theauthorsdidnotexpectlarge
coefficientsbecausetheCISfocusesmorenarrowlyonanaspectofteacherbehavior
thantheotherobservationmeasures.
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Strengths
Thetrainingisshortandthereisnocostforthemeasure.
Weaknesses
Publication/Pricing
Source:Arnett,J.(1989).Caregiversindaycarecenters:Doestrainingmatter?Journal
ofAppliedDevelopmentalPsychology,10,541522.
(Notethatthisarticledoesnotcontainalistoftheitemsonthescale.However,thisis
thearticlethatistypicallycitedwhentheCISisused.)
Publisher:AcopyofthescalecanbefoundinJaegerandFunk(2001).
Cost:None
Jaeger,E.&Funk,S.(2001).ThePhiladelphiaChildCareQualityStudy:Anexaminationofqualityinselected
earlyeducationandcaresettings.Philadelphia.Philadelphia,PA:SaintJosephsUniversity.
Layzer,J.I.(1993).Observationalstudyofearlychildhoodprograms.Finalreport.VolumeI:Lifeinpreschool.
(ERIC#ED366468).Washington,DC:USDepartmentofEducation.
Love,J.M.,Meckstroth,A.,&Sprachman,S.(1997).MeasuringthequalityofprogramenvironmentsinHead
Startandotherearlychildhoodprograms:Areviewandrecommendationsforfutureresearch(WorkingPaper
No.9736).Washington,DC:U.S.DepartmentofEducationNationalCenterforEducationStatistics.
USDepartmentofEducation.(1997)Thepocketconditionofeducation.NationalCenterforEducation
Statistics;Washington,DC:NationalCenterforEducationStatistics,Aug1997
Whitebook,M.,Howes,C.,&Phillips,D.(1989).Whocares?Childcareteachersandthequalityofcarein
America.ExecutivesummaryoftheNationalChildCareStaffingStudy.Oakland,CA:ChildCareEmployee
Project.
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Measure
AssessmentProfileforEarlyChildhoodPrograms(APECP)
Agerange
Preschoolthrough2ndgrade
Construct
Effectiveclassroommanagement,InstructionalSupport,SELSupportive
Environments
Ratingtype
Teacher,Other
Descriptionof
PopulationMeasure:DevelopedwiththeAssessmentProfileforEarlyChildhood
measureasrelatedto Programs:ResearchEditionI(1992)wasoriginallystandardizedusing401preschool
constructofinterest classroomsinchildcare,HeadStart,andkindergartensettings.Laterrevisedusinga
nationalstandardizationsampleof2,820classrooms.Subsequentanalysesacrossthe
original87itemswereconductedtoconfirmthefactorstructures,toestimate
reliability,andtorecalibratetheIRTproperties.Followingtheanalyses,eachscale
wasreducedto12itemsandtheAssessmentProfile:ResearchEditionIIwas
publishedin1998.
SummativeMeasure:TheAssessmentProfileforEarlyChildhoodPrograms:Research
EditionII(APECP)isaglobalmeasureofqualityusedbyresearcherstoevaluatethe
learningenvironmentandteachingpracticesinclassroomsforyoungchildren.The
AssessmentProfileforHomeswithYoungChildren:ResearchVersionwasdeveloped
usingitemsontheAssessmentProfileforEarlyChildhoodPrograms:Research
Version.TheFamilyChildCareHomesversion(APFCCH)hasonlybeenusedinthe
NICHDEarlyChildhoodResearchProjectandtheauthorshaveneverestablishedany
psychometricproperties.
FormativeMeasure:TheAssessmentProfileforEarlyChildhoodPrograms:Preschool,
Toddler,Infant,SchoolAge,andAdministrationinstrumentsareformativeevaluation
measuresusedforprogramimprovementpurposes.Thesemeasuresaremore
comprehensivethanthesummativeresearchtool,andprovideuserfriendly
proceduresforselfevaluationofearlychildhoodsettings.Asformativemeasures,
theyaresupportedbysoftwarethatprovidesextensiveanalysesanddetailed
programimprovementrecommendations.TheAssessmentProfileforEarlyChildhood
Programstoolevaluatescenterbased,classroomandadministrativepracticeswhile
theAssessmentProfileforFamilyChildCareHomesisacompaniontoolforformative
evaluationpurposesinthefamilychildcaresetting.
Administration
Testadministration:Datacollectionrequiresobservation,reviewofrecords,and
interviewwithteachers,administrator(s),and/orfamilychildcareprovider(s).
Trainingrequired:Trainingisrequiredtoestablishinterraterreliability.Training
involvesareviewofthecriteriaanddatacollectionmethodsandonsitepractice
observation,recordreview,andinterviews.Traininggenerallyinvolves23days.
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Scoring
SummativeMeasure:TheAssessmentProfileforEarlyChildhoodPrograms:Research
EditionIIisanobservationchecklistwithdichotomousitemsandincludesfivescales
with12itemseachtoassessLearningEnvironment,Scheduling,CurriculumMethods,
Interacting,andIndividualizing.Thesefivescaleshavemettheunidimensionality
criteriaforInformationResponseTheory(IRT)creationofscalesandhaveshowna
strongfittoathreeparameterIRTmodel(AbbottShim,Neel,&Sibley,2001).
FormativeMeasure:TheAssessmentProfileforEarlyChildhoodevaluatestheSafety
(109items),LearningEnvironment(73items),Scheduling(34items),Curriculum
Methods(49items),Interacting(61items),andIndividualizing(25items)practices
withinclassrooms.Thenumberofitemsforeachdimensionvariesdependingupon
theagegroupobserved;themaximumnumberofitemsisnotedinparentheses.
AdministrativepracticesareevaluatedintermsofPhysicalFacilities(68items),Food
Service(45items),ProgramManagement(63items),Personnel(38items),and
ProgramDevelopment(31items).
Reliability
InterraterReliability
ForboththesummativeandformativeversionsoftheAssessmentProfile,interrater
reliabilitiesbetweenatrainerandobserversisconsistentlyreportedwithameanof
93to95percentagreementwitharangeof83to99percentagreement(Abbott
Shim,Lambert,&McCarty,2000).Numerousotherresearchstudieshavereported
similarinterraterreliabilities.
InternalConsistency
Thereliabilitycoefficientsforthefivescales(LearningEnvironment,Scheduling,
Curriculum,Interacting,andIndividualizing)rangefrom.79to.98fortheKuder
Richardson20andfrom.81to.98fortheSpearmanBrowncorrectedsplithalf.The
IRTbasedreliabilitiesforthefivescalesrangefrom.83to.91(AbbottShim,Neel&
Sibley,1992).
Validity
CriterionValidity
Criterionrelatedvaliditywasestablishedbyexaminingtherelationshipofthe
AssessmentProfile:ResearchEditionItotheEarlyChildhoodEnvironmentRating
Scale(ECERS)(Harms&Clifford,1980).Inthesecriterionrelatedvaliditystudies,
Wilkes(1989)foundasignificantcorrelation(r=.64,p=.001),andAbbottShim
(1991)foundasignificantcorrelation(r=.74,p=.001).
ConstructValidity
Asecondorderfactoranalysiswasusedtodeterminewhetherthefivescalesofthe
AssessmentProfile:ResearchEditionIIformasinglelatentconstructofclassroom
quality.Theseresultsindicatedthatobservedmeasurementsusingthesefactor
scoresstemfromasingleunderlyingconstructofclassroomquality(AbbottShim,
Lambert,&McCarty,2000).
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ContentValidity
Contentvaliditywasdocumentedthroughareviewoftheinstrumentbyawiderange
ofearlychildhoodprofessionalsandacrossreferenceoftheitemswiththeinitial
NAEYCAccreditationCriteria(NationalAssociationfortheEducationofYoung
Children,1998).Thecrossreferenceshowedextensiveconsistencybetweenthetwo
measureswith100%matchofthecriteria.Thishasbeenperiodicallyupdatedasthe
accreditationcriteriahavebeenmodified(AbbottShim,Neel,&Sibley,2001).
Strengths
Themeasurehasalsodemonstratedtobereliableandvalidinassessingthechildcare
environment.
Weaknesses
Thisassessmentdoesnotmeasureteacherchildreninteractions,andmustbeusedin
combinationwithotherassessmentsthatexamineinteractionvariables.
Publication/Pricing
SummativeMeasure:
o AssessmentProfileforEarlyChildhoodPrograms:ResearchEditionII
o AssessmentProfileforHomeswithYoungChildren:ResearchVersion
o AssessmentProfileforEarlyChildhoodPrograms:ResearchEditionTechnical
Manual
Publisher:
MarthaAbbottShim.
294WoodviewDrive
Decatur,GA30030
Email:martha.abbottshim@gmail.com
FormativeMeasure:
o AssessmentProfileforEarlyChildhoodPrograms
o AssessmentProfileforFamilyChildCareHomes
Publisher:
QualityAssist,Inc.
17ExecutiveParkDrive,Suite150
Atlanta,GA30329Phone:4043252225Website:www.qassist.com
SummativeMeasure:AssessmentProfileforEarlyChildhoodPrograms:Research
EditionII:$18(3classrooms),TechnicalManual:$25
FormativeMeasure:AssessmentProfileforEarlyChildhoodProgramsandAssessment
ProfileforFamilyChildCareHomespricingisbasedonthescopeandspecificationof
theevaluationplanregardingtraining,datacollection,technologysupport(PDA),data
analysisandreporting.
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AbbottShim,M.,Lambert,R.,&McCarty,F.(2000).StructuralmodelofHeadStartclassroomquality.Early
ChildhoodResearchQuarterly,15(1),115134.
AbbottShim,M.,Neel,J.,&Sibley,A.(2000).Assessmentprofileforearlychildhoodprograms:Research
technicalmanual.Atlanta,GA:QualityCounts,Inc.
Harms,T.,&Clifford,R.M.(1980).EarlyChildhoodEnvironmentRatingScale.NewYork:TeachersCollege
Press.
InternationalReadingAssociation(1998).Usingmultiplemethodsofbeginningreadinginstruction.Aposition
statementoftheInternationalReadingAssociation.Newark,DE.
Page15
Measure
EarlyChildhoodEnvironmentRatingScaleRevisedEdition(ECERSR)
Constructs
Effectiveclassroommanagement,InstructionalSupport,SELSupportiveEnvironments
Agerange
Preschool
Ratingtype
Observational
Descriptionof
measureasrelated
toconstructof
interest
Asdescribedbytheauthors:
TheEarlyChildhoodEnvironmentRatingScale(ECERSR)measuresglobalqualityin
centerbasedearlychildhoodprograms.TheECERSRcanbeusedasatooltoseehow
wellaprogramismeetingchildrensneedstoseewhetherchildrenreceivethe
protection,learningopportunities,andpositiverelationshipstheyneedforsuccessful
development(Cryer,Harms&Riley,2003,p.x).Itcanbeusedbyresearchers,
practitioners,programmonitorsandearlychildhoodprofessionalsprovidingtechnical
assistancetoprograms.
TheECERSRisarevisionoftheECERSoriginallypublishedin1980,whichretains
theoriginalscalesbroaddefinitionofenvironment,includingthosespatial,
programmatic,andinterpersonalfeaturesthatdirectlyaffectthechildrenandadultsin
anearlychildhoodsetting(Harms,Clifford,&Cryer,1998,p.1).
Administration
TestAdministration:TheECERSRbookprovidesquestionsforeachitemthatcanguide
theinterview.Theauthorsalsoprovidespecificinstructionsforadministeringthescale
andforconductingtheobservationinawaythatminimizestheimpactoftheobserver
ontheclassroomenvironment.Becauseofthelargenumberofindicatorsthatneedto
bescored,theobservershouldhavetheECERSRbookwithher/himwhileinthe
classroomandshouldcompletescoringbeforeleavingthefacility.
TrainingRequired:Theauthorsrecommendthatobserversparticipateinatraining
sequenceledbyanexperiencedECERSRtrainerbeforeusingthescaleformally.The
trainingsequenceforobserverswhowillusethescaleformonitoring,evaluation,or
researchshouldincludeatleasttwopracticeclassroomobservationswithasmallgroup
ofobservers,followedbyinterraterreliabilitycomparison(Harmsetal.,1998,p.5).
Fivedayandthreedaytrainingsareofferedbytheauthorsofthescaleatthe
UniversityofNorthCarolina,ChapelHill.Observerscanpurchaseadditionalresources
includingavideotrainingpackage(availablefromTeachersCollegePress)ortheAll
AbouttheECERSRbook(Cryer,Harms,&Riley,2003),particularlytodevelopreliability
andbemoreconsistentwiththeECERSRauthors.
Scoring
Thescaleconsistsof43itemscategorizedintosevensubscales.Itemsarescoredona
7pointscalefrom1to7.Numberedindicatorsoutliningthespecificrequirementsfor
theitemareprovidedatscorepoints1(inadequate),3(minimal),5(good),and7
(excellent).Theobserverbeginsatlevel1andscoreseachindicatoryes,no,or
Page16
NA.Thefinalscoreisdeterminedbythenumberofindicatorsthathavebeen
passed.Allindicatorsmustbepassedateachleveltoscoreatorabovethatlevel.
Thus,toscorea7onanitem,allindicatorsmustbepassedincludingallofthose
includedunderLevel7.
Includesthefollowingscales:
SpaceandFurnishings(8items);PersonalCareRoutines(6items);LanguageReasoning
(4items);Activities(10items);Interaction(5items);ProgramStructure(4items);and
ParentsandStaff(6items)
Reliability
Interraterreliability
OveralltheECERSRisreliableattheindicatorandtheitemlevel,andatthelevelof
thetotalscore.Thepercentageofagreementacrossthefull470indicatorsinthescale
is86.1%,withnoitemhavinganindicatoragreementlevelbelow70%.Attheitem
level,theproportionofagreementwas48%forexactagreementand71%for
agreementwithinonepoint.Fortheentirescale,thecorrelationsbetweenthetwo
observerswere.92productmomentcorrelation(Pearson)and.87rankorder
(Spearman).Theinterclasscorrelationwas.92(Harmsetal.,1998,p.2).
InternalConsistency
Theauthorsalsoexaminedtheinternalconsistencyofthescaleatthesubscaleand
totalscorelevels.Subscaleinternalconsistenciesrangefrom.71to.88withatotal
scaleinternalconsistencyof.92(Harmsetal.,1998,p.2).
Validity
PredictiveValidity
Theauthorsnotethat,sincetheoriginalECERShaddemonstratedthatqualityas
measuredbytheECERShasgoodpredictivevalidity(i.e.,PeisnerFeinberg&Burchinal,
1997;Whitebook,Howes,&Phillips,1990),therevisedversionwouldbeexpectedto
maintainthatformofvalidity(Harmsetal.,1998,p.2).
ContentValidity
Whenthescalewasrevised,theauthorsconductedfocusgroupswithexpertsinthe
fieldwhomadesuggestionsfortherevisionbasedonhowtheECERShadworkedin
inclusiveandculturallydiversesettings.Theauthorsalsogatheredfeedbackand
suggestionsfromresearchersandotherECERSusersthatinformedthecontentinthe
ECERSR.
Strengths
TherearemanyitemsontheECERSRthatmeasurediversity.Interraterreliabilityand
internalconsistencywerealsohighontheECERSR.Ithasbeenusedextensivelyin
researchandpractice.
Weaknesses
Page17
Publication/Pricing
Source:Harms,T.,Clifford,R.M.,&Cryer,D.(1998).EarlyChildhoodEnvironmentRatingScale
RevisedEdition.NewYork,NY:TeachersCollegePress.
Harms,T.,Clifford,R.M.&Cryer,D.(2005).EarlyChildhoodEnvironmentRatingScale
RevisedEdition.NewYork,NY:TeachersCollegePress.(Updatedwithadditionalnotesanda
newexpandedscoresheet).
Publisher:TeachersCollegePress
1234AmsterdamAvenue
NewYork,NY10027
Cost:AllmaterialsareavailablethroughTeachersCollegePress
Manuals(ECERSR,2005)$17.95(ECERSR,1998)$14.95
VideoTrainingPackages1999,VHS$59.002006,DVD$59.00
TrainingWorkbook1999$4.00
Cryer,D.,Harms,T.&Riley,C.(2003).AllabouttheECERSR:Adetailedguideinwords&picturestobeused
withtheECERSR.PACTHousePublishing.
Harms,T.,Clifford,R.M.,&Cryer,D.(1998).EarlyChildhoodEnvironmentRatingScaleRevisedEdition.New
York,NY:TeachersCollegePress.
Harms,T.,Clifford,R.M.&Cryer,D.(2005).EarlyChildhoodEnvironmentRatingScaleRevisedEdition.New
York,NY:TeachersCollegePress.(Updatedwithadditionalnotesandanewexpandedscoresheet).
PeisnerFeinberg,E.,&Burchinal,M.(1997).Relationsbetweenpreschoolchildrenschildcareexperiences
andconcurrentdevelopment:TheCost,QualityandOutcomesStudy.MerrillPalmerQuarterly,43,451477.
Whitebook,M.,Howes,C.,&Phillips,D.(1989).Whocares?Childcareteachersandthequalityofcarein
America.ExecutivesummaryoftheNationalChildCareStaffingStudy.Oakland,CA:ChildCareEmployee
Project.
Page18

Measure
PreschoolProgramQualityAssessment,2ndedition(PQA)
Constructs
InstructionalSupport,SELSupportiveEnvironments
Agerange
Preschool
Ratingtype
Observational
Descriptionof
measureasrelated
toconstructof
interest
ThecurrentrevisionofthePQA includes twonotabledifferencesfromearlierversions:

1)thenumberofcontentareashasincreasedfromfourtoseven,and2)thescoring
systemhasbeenrevisedtoadequatelymeasurethefullrangeofqualityalongeach
qualityconstruct.
ThePreschoolProgramQualityAssessment(PQA),SecondEdition,isarating
instrumentdesignedtoevaluatethequalityofearlychildhoodprogramsandidentify
stafftrainingneeds.DevelopedbyHigh/ScopeEducationalResearchFoundation,itis
appropriateforuseinallcenterbasedsettings,notjustthoseusingtheHigh/Scope
educationalapproach.ThePreschoolPQAintentionallyreflectsbestpracticesin
earlychildhoodeducationasawhole.Themeasureidentifiesthestructural
characteristicsanddynamicrelationshipsthateffectivelypromotethedevelopmentof
youngchildren,encouragetheinvolvementoffamiliesandcommunities,andcreate
supportiveworkingenvironmentsforstaff(High/ScopeEducationalResearch
Foundation,2003,p.1).
ThePQAcanbeusedforavarietyofpurposesincludingbothpreserviceandin
servicetraininginitiatives,selfassessmentandmonitoring.ThePQAcanalsobeused
toconductobservationsandprovidefeedbacktostaff.Inaddition,thePreschoolPQA
canbeusedasaresearchtoolwhenadministeredbytrainedoutsideobserversto
documentprogrampractices,comparequality,examinetherelationshipbetween
qualityofcareandchildrensoutcomes,andevaluatetheeffectivenessofstaff
developmentinitiatives.Finally,thePreschoolPQAcanbeusedtoexplainresearch
basedpracticestoavarietyofindividualsandagenciesincludingadministrators,
policymakers,andsupportstaffinthepreschool(High/ScopeEducationalResearch
Foundation,2003).
Administration
WhoAdministersMeasure/TrainingRequired
TestAdministration:Themeasuremaybeadministeredbyindependentraters
includingresearchers,programevaluators,outsideconsultantsoragency
administrators.Inaddition,sitestaffincludingdirectors,earlychildhoodspecialists,
curriculumcoordinators,teachers,orparentsmayalsocompleteitaspartofaself
assessment.StudentsmayalsousetheirPQAobservationsaspartoftheirtrainingto
becometeachersorcaregivers.
Page19
TrainingRequired:TrainingtoacceptablelevelsofinterraterreliabilityonthePQA
takes2days.ThefirstdayisdevotedtoreviewingandpracticingthePQA,using
anecdotesandrawfootagevideotapes.Theseconddayisusedtoconductactual
observationsanddetermineinterraterreliability.
Scoring
ThePQAiscomprisedofsevenareasofprogramquality,threeofwhicharebasedon
classroomobservation,andfourofwhicharebasedoninterviewswithteachers
and/ordirectors.Thefirstfourareasareclassroomspecific,whilethelatterthreeare
programspecific.Eachareahasbetween5and13items,withseveralindicatorsper
item.Ratersscoreeachindicatorona5pointscale.Theadministrationmanual
providesadetaileddescriptionofthescoringprocedures.Theareasofprogramquality
anditemsaresummarizedbelow.
ClassroomItems
o LearningEnvironment(9items)
o DailyRoutine(12items)
o AdultChildInteraction(13items)
o CurriculumPlanningandAssessment(5items)
AgencyItems
o ParentInvolvementandFamilyServices(10items)
o StaffQualificationsandStaffDevelopment(7items)
o ProgramManagement(7items)
Reliability
TherevisedPQAwasfieldtestedintworesearchprojects:the2000cohort ofPhase2
oftheMichiganSchoolReadinessProgram(MSRP)evaluationwithasampleof19
classroomsand2,000children(Smith,Jurkiewicz,&Xiang,2002),andtheMichigan
FullDayPreschoolComparisonStudywithtwocohortscomprising121and132
classrooms(Jurkiewicz,2003).Abroadrangeofpublicandprivateearlychildhood
settingswererepresentedbythesesamples,permittingrigoroustestingofthe
psychometricpropertiesofthenewPQA.Thefollowingareexemplarypointsof
informationfromthesestudies.
Pairsofratersweresentto10classroomstoobservethelearningenvironment,daily
routine,andadultchildinteraction.Pearsonscorrelationswerecalculatedtobe0.57
forlearningenvironment(p<0.10),0.75fordailyroutine(p<0.05),and0.74foradult
childinteraction(p<0.05).
InternalConsistency
Toassessinternalconsistency,Cronbachsalphawascalculatedonfivequality
constructs(learningenvironment,dailyroutine,adultchildinteraction,curriculum
planningandassessment)andtotalPQAscores.Therewasinsufficientdatato
Page20
determineinternalconsistencyontheothertwoconstructs(staffqualificationsand
development,andprogrammanagement)sincethesewereonlyratedonceatthe
agencylevelratherthanforeachclassroom...Internalconsistencyforthenewversion
wascalculatedwith185classroomsinthreesamples...andaveraged0.93,withallbut
twooftheresultswithintheacceptablerangeof0.70to0.90
(High/ScopeEducationalResearchFoundation,2003,p.11).
Validity
ConcurrentValidity
ThevalidityofqualityconstructswithinsectionsIthroughVoftherevisedPQAwas
assessedinrelationshiptotheTeacherBeliefsScale.ThePQAwassignificantly
correlated,intheexpectedpositiveornegativedirection,withappropriateand
inappropriateteacherbeliefsandpractices.Withoneexception[(thecorrelation
betweenthelearningenvironmentofthePQAandappropriatepracticesofthe
TeacherBeliefsScale,r=0.16)],allcorrelationsweresignificantandrangedin
magnitudefrom0.28to0.49(High/ScopeEducationalResearchFoundation,2003,p.
12).
PredictiveValidity
PQAscoresaresignificantlyrelatedtochildrensdevelopmentaloutcomes,bothwhile
childrenareinpreschool,andkindergarten,andisassociatedwithestablished
measuresofchilddevelopment(e.g.DIALR,High/ScopeCOR)andteacherratings.
ConfirmatoryFactorAnalysis
AconfirmatoryfactoranalysiswasconductedwithsectionsIthroughVusinga
sampleofapproximately150classrooms.Fivefactorsemerged,accountingfor58%of
thevariance,andtheircontentalignedwiththefivecorrespondingPQAsections:
LearningEnvironment,DailyRoutine,AdultChildInteraction,CurriculumPlanningand
Assessment,andParentInvolvementandFamilyServices.Factorloadingsrangedfrom
0.43to0.82,withthemajority(64%)at0.60orhigher.However,severaldailyroutine
items,notablythoserelatedtogrouptimes(e.g.,smallandlargegrouptime),loaded
ontheadultchildfactor.TheseitemsweremodifiedinthefinalversionofthePQA
(High/ScopeEducationalResearchFoundation,2003,p.12).
Strengths
ThePQAhasbeenshowntobebothareliableandvalidmeasuretoassessprogram
quality.OnestrengthofthePQAisthatitmeasuresbothstructuralfeaturesofthe
preschoolclassroomaswellasrelationshipsbetweenchildrenandadults.
Weaknesses
Therewasinsufficientdatatodetermineinternalconsistencyonstaffqualifications
anddevelopmentandprogrammanagementsincethesewereonlyratedonceatthe
agencylevelratherthanforeachclassroom.
Publication/Pricing
Jurkiewicz,T.(2003).TheRevisedPreschoolPQA:Reportonpsychometricproperties.
InstrumentevaluationreporttotheMichiganDepartmentofEducation.Ypsilanti,MI:
High/ScopeEducationalResearchFoundation,ResearchDivision.
Page21
Smith,C.,Jurkiewicz,T.,&Xiang,Z.P.(2002).ProgramqualityinMichiganSchool
ReadinessProgramclassrooms:Classroomcharacteristics,teacherbeliefs,and
measurementissues.EvaluationreporttotheMichiganDepartmentofEducation.
Ypsilanti,MI:High/ScopeEducationalResearchFoundation,ResearchDivision.
Cost:ThecostofthePQAis$25.95.
High/ScopeEducationalResearchFoundation.(2003).PQA:PreschoolProgramQualityAssessment.Ypsilanti,
MI:Author
Jurkiewicz,T.(2003).TheRevisedPreschoolPQA:Reportonpsychometricproperties.Instrumentevaluation
reporttotheMichiganDepartmentofEducation.Ypsilanti,MI:High/ScopeEducationalResearchFoundation,
ResearchDivision.
Smith,C.,Jurkiewicz,T.,&Xiang,Z.P.(2002).ProgramqualityinMichiganSchoolReadinessProgram
classrooms:Classroomcharacteristics,teacherbeliefs,andmeasurementissues.Evaluationreporttothe
MichiganDepartmentofEducation.Ypsilanti,MI:High/ScopeEducationalResearchFoundation,Research
Division.
Page22

Measure
ClassroomAssessmentScoringSystem(CLASS)
Constructs
HealthyRelationships,Effectiveclassroommanagement,InstructionalSupport,
ClassroomEmotionalEnvironment
PreKthrough12thgrade(variousversions;theoriginalCLASSisusedthrough3rd
grade)
Observational
Agerange
Ratingtype
Descriptionof
measureasrelated
toconstructof
interest
Asdescribedbytheauthors:TheClassroomAssessmentScoringSystem(CLASS)isan
observationalinstrumentdevelopedtoassessclassroomqualityinpreschoolthrough
thirdgradeclassrooms.TheCLASSdimensionsarebasedonobservedinteractions
amongteachersandstudentsinclassrooms.Thedimensionswerederivedfroma
reviewofconstructsassessedinclassroomobservationinstrumentsusedinchild
care/Elementaryschoolresearch,literatureoneffectiveteachingpractices,focus
groups,andextensivepiloting.TheObservationalRecordofClassroomEnvironments
(ORCE,ECRN,NICHD,1996)servedasafoundationforthedevelopmentoftheCLASS.
Administration
TestAdministration:TrainedCLASSusersobserveinclassroomsfortwentyminute
intervalsandthenscoreeachCLASSdimension.Themanualrecommendsgatheringat
leastfourofthesetwentyminuteintervalstoassessaclassroom.Itisalsopossibleto
scorewiththeCLASSbasedonvideotapedfootage.Althoughthemanualdescribesa
standardizedprotocolforobservation,theprocedurecanbemodifiedtomeetthe
goalsofspecificprojects.
TrainingRequired:Trainingisrequiredtoassureproperuseoftheinstrumentforeach
ofitsintendeduses(i.e.,research,professionaldevelopment,programdevelopment
andevaluation).Allobserversmustattendtrainingandpassareliabilitytest.Regular
trainingsessionsareavailableattheUniversityofVirginiaandUniversityofNorth
CarolinaGreensboro.Trainersarealsoavailabletoprovidelocaltrainings.In
addition,thereareseveralTraintheTrainerworkshopseachyearattheUniversityof
VirginiainwhichpeoplecanbecomecertifiedCLASStrainers.Refertowebsitefora
scheduleoftrainings.
Scoring
Scoresforeachdimensionaremadeona7pointscale(lowrange1,2;midrange 3,
4,5;highrange6,7)usingthedescriptionsofclassroomsthatfallwithinthescoring
rangesforeachdimension.Eachdimensionhascorrespondingindicatorsandthen
behavioraldescriptionswithscalepointsforeachindicator.Domainscorescanbe
calculatedasanaverageofeachofthecorrespondingdimensionscores.Togenerate
compositescoresacrosscycles,individualcyclescoresforeachdimensionare
averagedacrossthenumberofcyclesofobservationscompleted(Pianta,LaParo,&
Hamre,2004).
Page23
Reliability
AllobserversmustattendtrainingontheCLASSandtakeareliabilitytest.Observers
codefive20minutevideotapedclassroomsessions.Theaverageinterraterreliability
(withinonepointofmastercodes)isreportedintheTechnicalAppendix(p.9)as87
percent.Twoobserversbothcodedatotalof3330minutedigitalvideotapes
submittedbyteachersintheMyTeachingPartner(MTP)Study.Interraterreliability
(within1pointofeachother)rangedfrom78.8percent(forBehaviorManagement
andInstructionalLearningFormats)to96.9percent(forProductivity).Similarlevelsof
reliabilityhavebeenobtainedinliveobservations(Hamreetal.,2006,p.9).
InternalConsistency
CorrelationsamongtheCLASSdimensionsrangefrom.11to.79.Correlationsforthe
preschoolsampleintheMS/SWEEPStudiesweregenerallylowerthanthoseforthe
thirdgradesampleinthe4RsStudy.
Confirmatoryfactoranalyseswereperformedondatafromeachofthestudiesexcept
fortheInductionStudy(Hamreetal.,2006).Analysesrevealedthreefactors
representingEmotionalSupport,ClassroomOrganization,andInstructionalSupport.
WithintheMTPsample,whichusedthemostcurrentversionoftheCLASS,internal
consistencieswere:EmotionalSupport(alpha=.89);ClassroomOrganization(alpha=
.77);andInstructionalSupport(alpha=.83).
StabilityacrossTime
Stabilityofratingsacrossobservationcycleswasassessedinpreschooland3rdgrade
classroomsusingdatafromtheNCEDLMSStudyofpreschoolandthe4RsStudyof3rd
gradeclassroomsinNewYorkCity.Forthe3rdgradesample,correlationsbetween
thefirstcycleandthetotalscorearemoderatetohigh,rangingfrom.68for
Productivityto.87forPositiveClimate.Forthepreschoolsample,correlations
betweenthefirst4cyclesandthefinalscorerangedfrom.84forProductivityto.91for
ConceptDevelopment.Bycompletingtwocyclescorrelationswiththefinalscoreare
uniformlyhighwithalmostallcorrelationsabove.90inbothpreschooland3rdgrade
(Hamreetal.,2006,p.10).Correlationsbetweenobservationsmadeontwo
consecutivedayssuggestahighdegreeofstability,withcorrelationsbetweenthetwo
daysrangingfrom.73forProductivityto.85forTeacherSensitivity.Thereweresmall
butsignificantmeanchangesacrossseveralofthedimensionswithageneraltrend
towardlowerqualityscoresonthesecondday.Giventhatthereisnoreasontoexpect
asystematicdifferenceinqualityacrosstwoconsecutivedaysthesesmallchangesmay
beduetoobserverbiasinwhichscoresbecomeslightlylowerovertime.Again,
however,althoughthesedifferencesarestatisticallysignificant,theyarerelatively
smalleffectsandcorrelationsbetweenthetwodaysarehigh(Hamreetal.,2006,p.
13).
Page24
Validity
CLASSscoreshavealsobeenfoundtoberelativelystableacrosstheschoolyear,at
leastinalargenumberofpreschoolclassrooms.Analysesalsoindicatethat7point
ratingscalesoftheclassroomarehighlystableandnotdependentonoccasion.
CriterionValidity
TheCLASSdomainsofEmotionalSupport,ClassroomOrganization,andInstructional
Supportarecorrelatedwithteacherreportsofdepressionandadultcentered
attitudes.Specifically,classroomswithlowerscoresacrosstheCLASSdimensionshad
teacherswhoreportedhigherlevelsofdepressionwhilethosewithlowerscoreson
classroomorganizationandinstructionalsupporthadteacherswhoreportedmore
adultcenteredattitudes.
ConcurrentValidity
IncomparisonsoftheCLASSwiththeEarlyChildhoodEnvironmentalRatingScale
(ECERSR),classroomswithhigherCLASSscoreswereratedhigherontheECERS
interactionsfactor(correlationsrangefrom.45to.63).CorrelationsbetweenCLASS
ratingsandtheFurnishingsandMaterialsfactorfromtheECERSwereonlymoderate,
rangingfrom.33to.36(Piantaetal.,2005).
TheCLASShasalsobeencomparedtoTheSnapshot,atimesamplingmethodusedto
assessthepercentoftimespentonvariousactivities(Piantaetal.,2005).Becausethe
CLASSassessesthequalityratherthanthequantityofclassroomactivities,itisnot
surprisingthattherewerelow(butstillsignificant)correlationsbetweentheCLASS
instructionalsupportdomainandtimespentinliteracyandmathaccordingtoThe
Snapshot.ChildreninclassroomswithhigherCLASSscoresspentmoretimein
elaboratedinteractionswithadultsandsignificantlymoretimeengaged.
PredictiveValidity
ResultsfromtheNCEDLmultistatestudyprovideevidencethatclassroomquality,as
assessedbytheCLASS,isassociatedwithchildrensperformanceattheendof
preschool,aswellasgainsintheirperformanceacrossthepreschoolyear(Howeset
al.,inpress).Theseassociationsweresustained,evenaftercontrollingforavarietyof
covariates,includingmaternaleducation,ethnicity,andgender.Themostconsistent
androbustclassroomqualitydimensionforpredictinggrowthacrosstimewasthe
InstructionalSupportoftheclassroomasassessedbytheCLASS.TheCLASSEmotional
Supportscalewasassociatedwithgrowthinchildrensexpressiveandreceptive
languagescores,aswellasdecreasesinteacherreportedbehaviorproblems(Howes
etal.,inpress).
ContentValidity
TheCLASSdimensionsarebasedonobservedinteractionsamongteachersand
studentsinclassrooms.Thedimensionswerederivedfromanextensivereviewof
constructsassessedinclassroomobservationinstrumentsusedinchild
care/Elementaryschoolresearch,literatureoneffectiveteachingpractices,focus
groups,andpiloting.
Page25
Strengths
TheCLASShasstrongreliabilityandvaliditysupportingitsstatusasaneffective
measureofclassroominteractionssupport.Ithasawideagerange,astheCLASScan
beusedinPreKthrough12thgradeclassrooms.Itisalsoalignedwithavarietyof
professionaldevelopmentsupporttohelpteachersimprovethequalityoftheir
interactionswithstudents.
Weaknesses
Publication/Pricing
Source:Hamre,B.K.,Mashburn,A.J.,Pianta,R.C.,LocasaleCrouch,J.,&LaParo,K.M.
(2006).
ClassroomAssessmentScoringSystemTechnicalAppendix.
Pianta,R.C.,LaParo,K.M.,&Hamre,B.K.(2008).
ClassroomAssessmentScoringSystem.BrookesPublishing
Publisher:PaulH.BrookesPublishingCo.
PostOfficeBox10624
Baltimore,MD212850624
Phone:8006383775
Website:www.brookespublishing.com
Cost:TwodaytrainingatUVA:$600/person
Fourdaytraining(Trainthetrainer):$1,000/personLocalTraining:$3,000forupto
15people(plustravelcostsfor1trainer)
PreKManual:$49.95
K3Manual:$49.95
Packof10scoringforms:$25
Seewww.classobservation.com
Curby,T.W.,LoCasaleCrouch,J.,Konold,T.R.,Pianta,R.,Howes,C.,Burchinal,M.etal(2009).Therelationsof
observedprekclassroomsqualityprofilestochildren'sacademicachievementandsocialcompetence.Early
EducationandDevelopment,20,346372.
Hamre,B.K.,Mashburn,A.J.,Pianta,R.C.,LacasleCrouch,J.,&LaParo,K.M.(2006).ClassroomAssessment
ScoringSystemtechnicalappendix.
Hamre,B.K.,&Pianta,R.C.(2005).Caninstructionalandemotionalsupportinthefirstgradeclassroommake
adifferenceforchildrenatriskofschoolfailure?ChildDevelopment,76,949967.
Howes,C.,Burchinal,M.,Pianta,R.,Bryant,D.,Early,D.,Clifford,R.,&Barbarin,O.(inpress).Readytolearn?
Childrenspreacademicachievementinprekindergartenprograms.EarlyChildhoodResearchQuarterly.
Page26
LaParo,K.M.,Pianta,R.C.,&Stuhlman,M.(2004).Theclassroomassessmentscoringsystem:Findingsfrom
theprekindergartenyear.TheElementarySchoolJournal,104,409426.
Mashburn,A.J.,Pianta,R.,Hamre,B.K.,Downer,J.T.,Barbarin,O.,Bryant,D.,Burchinal,M.,Clifford,R.,Early,
D.,&Howes,C.(2008).Measuresofclassroomqualityinprekindergartenandchildrensdevelopmentof
academic,languageandsocialskills.ChildDevelopment,79,732749.
NationalInstituteofChildHealthandHumanDevelopment,EarlyChildCareResearchNetwork(NICHDECCRN)
(2002).Therelationofglobalfirstgradeclassroomenvironmenttostructuralclassroomfeaturesandteacher
andstudentbehaviors.TheElementarySchoolJournal,102(5),367387.
Pianta,R.,Howes,C.,Burchinal,M.,Bryant,D.,Clifford,R.,Early,D.,&Barbarin,O.(2005).Featuresofpre
kindergartenprograms,classrooms,andteachers:Dotheypredictobservedclassroomqualityandchild
teacherinteractions?AppliedDevelopmentalScience,9,144159.
Pianta,R.,LaParo,K.M.,&Hamre,B.K.(2004).ClassroomAssessmentScoringSystem(CLASS).Unpublished
measure,UniversityofVirginia,2004.
Page27

Measure
EarlyChildhoodClassroomObservationMeasure(ECCOM)
Constructs
Effectiveclassroommanagement,InstructionalSupport,SELSupportiveEnvironment
Agerange
47yearsold
Ratingtype
Observational
Descriptionof
measureasrelated
toconstructof
interest
Populationmeasuredevelopedwithkindergartenandfirstgradeteacherspublicand
privateschools,inurbanandruralareas,inthenortheast,andonthewestcoast).
TeacherswerepredominantlyfemaleandCaucasian.
Mostextantobservationmeasuresofearlychildhoodclassroomenvironmentsfocus
predominantlyonthesocialclimateandresourcesoftheclassroom,withless
attentiongiventothequalityofinstructionprovidedbytheteacher.TheEarly
ChildhoodClassroomObservationMeasure(ECCOM)wasdevelopedtotapthenature
andqualityofacademicinstructionaswellasthesocialclimate,resources,andother
aspectsofeffectiveclassrooms(Stipek&Byler,undatedcodingmanual,p.1).The
measurefocusesontheapproachusedforinstructionratherthansubjectmatter
content.
Theinstrumentwasdevelopedprimarilyasaresearchtool.However,atleastone
researchteam(HeadStartQualityResearchProject)isusingtheECCOMasan
interventiontoolaswellasforresearch(Stipek&Byler,2004).Thus,theECCOMmay
beusedforresearch,asaprofessionaldevelopmenttool,and/orasaprogram
developmentandevaluationtool,butthevalueoftheECCOMforprofessional
developmentpurposeshasnotyetbeensystematicallyassessed.
Administration
Testadministration:Observationsarerecommendedtobeconductedbyatrained
observer,onatypicalday,beginningatthebeginningofthedayforfulldayprograms
oratthebeginningoftheEarlyChildhoodClassroomObservationMeasure(ECCOM)
programforlessthanfulldayprograms.Observationsoccurovera3hourperiod,and
shouldalwaysincludeobservationsofbothmathandliteracyinstruction.
TrainingRequired:Allobserversshouldattendtwofulldaysoftrainingandpassa
reliabilitytest(i.e.,demonstrate80%reliabilityoncodingwiththeheadtraineror
previouslycertifiedobserver).
Scoring
TheECCOMreportedoninStipekandByler(2004)consistsof32items(17
constructivist,15didactic)ratedonascaleof1(practicesarerarelyseen)to5
(practicespredominate).Therewereparallelitemsforbothconstructivistanddidactic
practices,butthereweretwoadditionalitemsintheconstructivistscale(relevanceof
instructionactivitiesandteacherwarmth).
Page28
Theratingofeachitemoccursafteranobservationoftheclassroom.Scoresarebased
roughlyonthepercentageoftimethedescribedpracticeswereseenduring
observation.
ConstructivistSubscales
Instruction.Ahighscoreoccursifchildrenareheldaccountableforcompletingwork
andheldtoaclearstandard,lessonsarecoherentandwellconnectedtochildrens
previousknowledge,lessonsteachidentifiableconceptsandarefocusedon
understanding,childrenareactiveparticipantsininstructionalconversations,and
specificstrategiesformathandliteracyinstructionareimplemented.
Management.Ahighscoreoccursifteachersprovidechildrenwithchoicesinboth
teacherplannedactivitiesandduringfreetime,rulesandroutinesareclearbut
flexible,childrenaregivendevelopmentallyappropriateresponsibilities,anddiscipline
isbriefandnondisruptive(ofteninvolvingexplanationsorassistingchildrenintheir
ownsocialproblemsolving).
Socialclimate.Ahighscoreoccursifteachersarewarm,responsive,attentive,and
respectfulofchildren.
DidacticSubscales
Instruction.Ahighscoreoccursiftheteacherholdschildrenaccountablefor
completingworkandforattaininguniversalratherthanindividualizedstandards,
lessonsfocusondiscreteskills,theteacherfocusesonfactsandproceduralknowledge,
theteachercontrolstheclassroomconversations,andmathandliteracyinstruction.
EarlyChildhoodClassroomObservationMeasure(ECCOM)emphasizeslearningdistinct
skillswhicharenotembeddedinmeaningfulcontextsandalsostronglyemphasizes
correctness.
Management.Ahighscoreoccursiftherulesandroutinesareteacherdetermined,
childrendonotselecttheirownactivitiesoutsideofrecess,andtheteachertakes
responsibilityformaintainingorderintheclassroom,includinginterveningquicklyin
socialconflictsituations.
Socialclimate.Ahighscoreoccursiftherearefewsocialinteractionsamongchildren,
littlecollaborativeworkamongchildren,andmostchildrenworkindividuallyorina
teacherledgroup.Tasksandexpectationsareteacherorcurriculumdrivenand
uniformacrossallchildren.
Reliability
Observersindependentlyrated26classroomsinpairs.Intraclasscorrelationswere
usedtocalculatereliability.Reliabilitywashighforallsubscales(Stipek&Byler,2004,
p.387).
InternalConsistency
Alphaswerehighforallsubscales(Stipek&Byler,2004,p.388).
Page29
Validity
PredictiveValidity
StipekandByler(2004)foundpredictableassociationsbetweenECCOMscores,and
teachersselfreportedpractices,teachinggoals,relationshipswithchildren,and
perceptionsofchildrensabilitytobeselfdirectedlearners.Theauthorsconcedethat
directobservationofchildbehaviorsandskillswouldbebetterthanrelyingonteacher
reportforassessingassociationsbetweenmeasures.
Additionally,thestudyfoundstrongcorrelationsbetweentheconstructivistand
didacticsubscalesoftheECCOMandteacherseducationallevel.Thelesseducation
teachershad,themoretheyengagedindidacticinstruction(r=0.29,p<0.001),and
themoreeducationteachershad,themoretheyengagedinconstructivistinstruction
(r=0.27,p<0.001).
Strengths
ThemeasureaddressesdiversitybyhavingachecklistofRepresentationsRelatedto
DiversityandaTreatmentofNativeLanguage.Additionally,themeasurehasstrong
predictivevalidity.
Weaknesses
Thevalidityinformationwasgatheredbyteacherreport,andwouldbemoreaccurate
ifdatahadbeengatheredthroughdirectobservationofchildbehaviorsandskills.
Publication/Pricing
Source:Stipek,D.,&Byler,P.(2004).Theearlychildhoodclassroomobservation
measure.EarlyChildhoodResearchQuarterly,19,375397.
Publisher:Unpublished.ThemeasuremaybeobtainedbyemailingDeborahStipekat
stipek@stanford.edu
Cost:ContactDr.DeborahStipekatstipek@stanford.edu
Stipek,D.,&Byler,P.(2004).Theearlychildhoodclassroomobservationmeasure.EarlyChildhoodResearch
Quarterly,19,375397.
Page30

Measure
SchoolAgeCareEnvironmentRatingScale(SACERS)
Constructs
SELSupportiveEnvironments
Agerange
Schoolage
Ratingtype
Observational
Descriptionof
measureasrelated
toconstructof
interest
Administration
TheSchoolAgeCareEnvironmentRatingScale(SACERS)measuresenvironmental
qualityinschoolagecaresettings.
TestAdministration: Theinstrumentmaybeusedbythecaregivingstaffforself
assessment,bydirectorsasaprogramqualitymeasureforplanningprogram
improvement,byagencystaffformonitoring,inteachertrainingprograms,andby
parentsconcernedaboutqualitycarefortheirschoolagechildren.
TrainingRequired:Trainingisrequiredtoassureproperuseoftheinstrumentforeach
ofitsintendeduses(i.e.,research,programevaluation,andselfevaluation).Itis
preferabletoparticipateinatrainingsequenceledbyanexperiencedSACERStrainer
followingthetrainingguideintheSACERSbook,pages3840.
Scoring
Fortynineitemsofschoolagecareenvironmentqualityarecategorizedintoseven
subscales,eachwithseveralitems.Itemsareratedona7pointscalefrom1
(inadequate)to7(excellent).Descriptionsareprovidedatscorepoints1,3,5,and7.
o SpaceandFurnishings(11items)
o HealthandSafety(8items)
o Activities(8items)
o Interactions(9items)
o ProgramStructure(4items)
o StaffDevelopment(3items)
o SpecialNeedsSupplementaryItems(6items)
Reliability
WeightedKappaswerecalculatedfor24centers,ratedindependentlybytwo
observers.WeightedKappasforeachofthesubscalesandtotalscorerangedfrom.79
to.91.IntraclassCorrelationswerealsocalculatedon13centersthatwereobserved
bythesametwoindependentobservers.Theserangedfrom.87to.99.
InternalConsistency
CronbachsAlphasforeachofthesubscalesandtotalscoresbasedon24classrooms
rangedfrom.67to.95.
Page31
Validity
ValidityInformation
Validitywasassessedintwoways:contentvaliditywasassessedusingexpertratingsof
eachitemsimportancetotheirdefinitionofquality;andconstructvaliditywas
assessedbycorrelatingSACERStotalandsubscalescoreswithstafftrainingandstaff
tochildratios.
ConstructValidity
SACERStotalandsubscalescoreswerecorrelatedwithstafftrainingandstafftochild
ratio.StafftraininghasmoderatepositivecorrelationswithSpaceandFurnishings(r=
.31),Interactions(r=.29),ProgramStructure(r=.40),andTotalScore(r=.29).Staff
tochilderatioshavemoderatenegativecorrelationswithHealthandSafety(r=.40),
Activities(r=.39),StaffDevelopment(r=.24),andTotalScores(r=.30).
ContentValidity
ContentvaliditywasassessedbyaskingninerecognizedexpertsfromtheUnitedStates
andCanadatoratetheimportanceofeachSACERSitemtotheirintuitivedefinitionof
highqualityona5pointscale.(1=notimportantto5=veryimportant).Amean
ratingof4.5to5wasfoundfor91%oftheitems.Theoverallmeanratingoftheitems
was4.8.Thelowestmeanratingassignedtoanyitemwas3.9.
Strengths
TheSACERSprovidesabroadsummaryofschoolage classroomenvironmentsthatis
alignedwithaverysimilarmeasuretobeusedinpreschoolandchildcare
environments(ECERS).Ithasstrongreliabilityandmoderateevidenceofvalidity.
Weaknesses
Thisassessmentdoesnotmeasureinstructionalinteractionsinmuchdetail.
Publication/Pricing
Source:Harms,T.,VinebergJacobs,E.,&RomanoWhite,D.(1996).School AgeCare
EnvironmentRatingScale.NewYork,NY:TeachersCollegePress.
Publisher:TeachersCollegePress1234AmsterdamAvenueNewYork,NY10027
Cost:Thecostofafivedayindepthtrainingis$1225/person.Athreedaytraining
costs$825/person.Feesincludeallmaterials.
Harms,T.,VinebergJacobs,E.,&RomanoWhite,D.(1996).SchoolAgeCareEnvironmentRatingScale.New
York,NY:TeachersCollegePress
Page32

Measure
Constructs
StudentTeacherRelationshipScale
Healthyrelationships
Agerange
Earlychildhoodandearlyprimarygrades(through3rdgrade)
Ratingtype
Teacher
Descriptionof
Piantasscales(Pianta,1997;Pianta&Nimetz,1991;Pianta,Steinberg,&Rollins,
measureasrelatedto 1995),yieldmeasuresofthechild'srelationshipwithhis/herteacher,regarding
constructofinterest whethertherelationshipisconflicted,warm,troubled,open,ordependent.
Administration
Thescalesarequickforteacherstocomplete,approximately510minutes.
Scoring
SumLikertratingsacross5pointscalesfor28items,asfollows:
Closeness=Sum(items1,3,4,5,7,9,12,15,21,27,28)
Conflict=Sum(items2,11,13,16,18,19,20,22,23,24,25,26)
Dependency=Sum(items6,8,10,14,17)
Total=Sum(Closeness,Recoded/AllItemsReversedConflict,Recoded/Allitems
ReversedDependency)
Reversed/Recoding:1=5,2=4,3=3,4=2,5=1
Interpretationofscoresisnormative,basedonpercentilerangecomparedtonorm
groups.Separatenormgroupsincludetotalpopulation,gender,andthreeethnic
groups(Caucasian,Hispanic,andAfricanAmerican)
Reliability
Validity
Psychometricpropertiesaregood.Internal consistenciesandtestretestreliability
averageinthe.80sand.90s,exceptforDependencyscale,whichhadaloweralphaof
.64.Subscalescoresareassociatedwithchildrensclassroomandhomebehaviors
(Pianta,Steinberg,&Rollins,1995).Furthermore,theserelationshipqualitiespersist
acrosstimeandtosomeextentacrossteachers.Inrecentresearch,STRSscaleswere
negativelyrelatedtoexternalizingbehaviorsinpreschoolers;thatis,childrenwith
whomteachersreportclosenessshowedlessaggressionandotheroutofcontrol
behavior(RamosMarcuse&Arsenio,2001).Finally,andimportantly,scoresare
moderatepredictorsofschoolsuccessthroughgrade8(e.g.,Pianta,1997).
Strengths
Relationshipswithteachersareanimportant,newlyemphasizedareaofresilience
promotionforyoungchildren.
Weaknesses
Notnecessarilyweaknesses,butareaswheremoreattentionisneeded,includethe
factsthatchildage,gender,andethnicity,aswellasteacherchildethnicmatchwere
consistentlyrelatedtoteachersperceptions.
Page33
Publication/Pricing
PublishedbyPsychologicalAssessmentResources,Inc.
Introductorykitw/50responsesheets=$94.00
50responseforms=$60.00
Pianta,R.C.(1997).Adultchildrelationshipprocessesandearlyschooling.EarlyEducationandDevelopment,
8,1126.
Pianta,R.C.,&Nimetz,S.L.(1991).Thestudentteacherrelationshipscale:Resultsofapilotstudy.Journalof
AppliedDevelopmentalPsychology,12,379393.
Pianta,R.C.,&Steinberg,M.(1992).Teacherchildrelationshipsandtheprocessofadjustingtoschool.New
DirectionsforChildDevelopment,57,6180.
Pianta,R.C.,Steinberg,M.,&Rollins,K.(1995).Thefirsttwoyearsofschool:Teacherchildrelationshipsand
deflectionsinchildrensclassroomadjustment.DevelopmentandPsychopathology,7,295312.
RamosMarcuse,F.,&Arsenio,W.F.(2001).Youngchildrensemotionallychargedmoralnarratives:Relations
withattachmentandbehaviorproblems.EarlyEducationandDevelopment,12,165184.
Saft,E.W.,&Pianta,R.C.(2001).Teachers'perceptionsoftheirrelationshipswithstudent:Effectsofchild
age,gender,andethnicityofteachersandchildren.SchoolPsychologyQuarterly,16,125141.
ExampleItemsfromtheStudentTeacherRelationshipScale
STRSScale
ExampleItems
Closeness
Ishareanaffectionate,warmrelationshipwiththischild;
thischildsharesinformationabouthimself;Itiseasyto
beintunewithwhatthischildisfeeling
Conflict
ThischildandIalwaysseemtobestrugglingwitheach
other;despitemybestefforts,Iamuncomfortablewith
howthischildandIhavegottenalong;
Dependency
Thischildreactsstrongtoseparationfromme;thischild
isoverlydependentonme
Page34

Measure
AssessmentofPracticesinEarlyElementaryClassrooms(APEEC)
Constructs
InstructionalSupport
Agerange
Elementary
Ratingtype
Observational,Other
Descriptionof
measureasrelated
toconstructof
interest
TheAPEECwasdevelopedtoprovideausefultoolforbothpractitionersand
researcherswhowanttounderstandElementaryschoolpractices(K3)ingeneral
educationclassroomsservingchildrenwithandwithoutdisabilities.TheAPEECdoes
notmeasurespecificcurriculumcontentorindepthteacherchildinteractions
(Hemmeter,Maxwell,Ault,&Schuster,2001,p.1).TheAPEEC(Maxwell,McWilliam,
Hemmeter,Ault,&Schuster,2001)measuresthreedomainsofclassroompractices:
physicalenvironment,curriculumandinstructionalcontext,andsocialcontext.
Administration
According to the authors, these domains can be observed in a typical elementary

classroom environment and can beused in classrooms that includechildren with and
without disabilities. Each item has two or more descriptors that characterize the
instructional setting and classroom practices (Daly & Dolgos, 2003). Observers are
asked to spend a day in the classroom making observation based on the items. A
teacherinterviewwithsuggestedinterviewquestionscanbecompletedtosupplement
theobservations.Administrationproceduresarenotstandardized.
The APEEC should be administered by individuals knowledgeable about
developmentally appropriate practices, early elementary classrooms, and special
educationpractices.Individualsareexpectedtofamiliarizethemselveswiththeitems
and scoring procedures and to read over the administration instructions provided by
theauthors.
Scoring
TheAPEECconsistsof16itemscoveringthreebroaddomainsofclassroompractices:
physicalenvironment,curriculumandinstruction,andsocialcontext.Allitemsarerated
onasevenpoint,Likerttypescale.Ascoreof1indicatestheclassroomisinadequate
intermsofdevelopmentallyappropriatepractices,ascoreof3indicatesminimal
developmentallyappropriatepractices,ascoreof5indicatestheclassroomisgoodin
termsofdevelopmentalappropriateness,andascoreof7indicatesexcellent
developmentallyappropriatepractices.Intermediatescoresof2,4,and6canalso
beobtained(Hemmeteretal.,2001,p.4).Descriptorsareprovidedatpoints1,3,5
and7.Aftereachitemisscored,itemsaresummedandthendividedbythetotal
numberofitemsadministeredtogenerateatotalscore.Ratingsaremadeusing
informationcollectedboththroughclassroomobservationandteacherinterview,with
moreweightplacedonclassroomobservation.
Page35
Reliability
Validity
Thepsychometricreportforthemeasurepresentstheresultsfromanalysesofratings
of59classrooms.Interrateragreementattheitemlevelwasmoderatetohigh
(coefficientsrangedfrom.31to.81)forexactagreementandrangedfrom.5to1.0for
agreementwithin1point.Themedianintraclasscorrelation,anindicationofinternal
consistency,was.86.
ThepsychometricreportalsoindicatesthattheAPEECismoderatelycorrelatedwith
othermeasuresofclassroomquality(e.g.,theAssessmentProfileforEarlyChildhood
Programs),apreliminaryindicationofvalidity(Maxwell,etal.,2001).
ConstructvaliditywasestablishedbycomparingtheAPEECtoseveralmeasuresof
developmentallyappropriatepractices.Correlationswitheachscalearepresented
below:TheAssessmentProfileforEarlyChildhoodPrograms(AbbottShim&Sibley,
1988),r=0.67
TheTeacherBeliefsandPracticesScale(Buchanan,Burts,Bidner,White,&
Charlesworth,1998;Charlesworth,Hart,Burts,Thomasson,Mosley,&Fleege,
1993)
Developmentallyappropriatepractices,r=0.55
Developmentallyinappropriatepractices,r=0.28
TheCaregiverInteractionScale(Arnett,1989),r=0.61
Strengths
Thismeasurewasdesignedforuseinclassroomsservingchildrenwithandwithout
disabilitiesforatleastpartofthedayandthusaddressesdiversityissueswithinthe
classroom.Additionally,classroomdiversityismeasuredthroughanobservationitem
thathasratersassessthedegreetowhichmaterialsandinformationondiversityare
presentintheclassroom,andtheextenttowhichdiversityisdiscussedorintegratedin
theclassroomanddailyactivities.
Weaknesses
Analysesdidnotmodelthenesteddatastructuredespitetheinclusioninthedataof
multipleteacherswithinsomeschools(VanHorn&Ramey,2004).Thefactorstructure
oftheAPEEChasnotbeenassessed(VanHorn&Ramey,2004).Areviewinthe
FifteenthBurosMentalMeasurementYearbooknotedfurtherconcernsaboutthis
instrument.ReviewersstatedthatadministrationproceduresfortheAPEECarenot
standardized;testscoremeaningisunclear,anditspsychometricpropertiesare
insufficienttorecommenditforuse(Daly&Dolgos,2003).
Publication/
TeachersCollegePress,1234AmsterdamAvenue,NewYork,NY10027
Pricing
Hemmeter,M.L.,Maxwell,K.L.,AultM.J.,&SchusterJ.W.(2001).Assessment
ofPracticesinEarlyElementaryClassrooms(APEEC).TeachersCollegePress:
NewYork,NY.
TheAPEECcosts$13.95(paperback).
AbbottShim,M.,&Sibley,A.(1988).Assessmentprofileforearlychildhoodprograms.Atlanta,GA:Quality
Assist.
Page36
Arnett,J.(1989).Caregiversindaycarecenters:Doestrainingmatter?JournalofAppliedDevelopmental
Psychology,10,541552.
Buchanan,T.K.,Burts,D.C.,Bidner,J.,White,F.,&Charlesworth,R.(1998).Predictorsofthedevelopmentally
appropriatenessofthebeliefsandpracticesoffirst,second,andthirdgradeteachers.EarlyChildhood
ResearchQuarterly,13,459483.
Charlesworth,R.,Hart,C.H.,Burts,D.C.,Thomasson,R.H.,Mosley,J.,&Fleege,P.O.(1993).Measuringthe
developmentalappropriatenessofkindergartenteachers.EarlyChildhoodResearchQuarterly,8,255276.
ChildTrends.(2007,November).Qualityinearlychildhoodcareandeducationsettings:Acompendiumof
measures.ChildTrends:Washington,DC.
ChomatMooney,L.I.,Pianta,R.C.,Hamre,B.K.,Mashburn,A.,Luckner,A.E.,Grimm,K.J.,Wang,L.,Curby,
T.W.,&Downer,J.(2008).ApracticalguideforconductingclassroomobservationsAsummaryofissuesand
evidenceforresearchers.Charlottesville:UniversityofVirginia,CenterforAdvancedStudyofTeachingand
Learning.
Daly,E.J.,&Dolgos,K.A.(2003).TestreviewoftheAssessmentofPracticesinEarlyElementaryClassrooms.
InB.S.Plake,,J.C.Impara,&R.A.Spies(Eds.),Thefifteenthmentalmeasurementsyearbook.Lincoln,NE:The
BurosInstituteofMentalMeasurements.
Hemmeter,M.L.,Maxwell,K.L.,AultM.J.,&SchusterJ.W.(2001).AssessmentofPracticesinEarly
ElementaryClassrooms(APEEC).TeachersCollegePress:NewYork,NY.
Maxwell,K.L.,McWilliams,R.A.,Hemmeter,M.L,Ault,M.J.,&Schuster,J.W.(2001).Predictorsof
developmentallyappropriateclassroompracticesinkindergartenthroughthirdgrade.EarlyChildhood
VanHorn,M.L.,&Ramey,S.L.(2004).Anewmeasureforassessingdevelopmentallyappropriatepracticesin
earlyelementaryschool,Adevelopmentallyappropriatepracticetemplate.EarlyChildhoodResearch
Quarterly,19,569587.
Page37
Section2:ThefiveSELCoreCompetencies(seeTable3):
ConstructsinthissectionincludethefiveSELcorecompetencies(Zinsetal.,2007):
SelfAwareness
SelfManagement
o Includingbothexpressionandregulationofemotion
Internalizingsymptomsareincludedhere
o Includingregulationofbehavior,butnottheentireburgeoningfieldofselfregulation(e.g.,
executivefunctiontasksaregenerallyomitted)
o Werealizethatinternalizingsymptomsandexternalizingbehaviorscanalso,laterinthechilds
life,beseenasalongtermoutcomeoflackofSEL
SocialAwareness
o Includingempathy
RelationshipSkills
o Alsoincludingempathy
Responsibledecisionmaking
o Includinglackofaggression
Somedecisionsweremadeabouthowandwheretoincludevariousconstructs,subconstructs,andtheir
attendantassessmenttools,asnotedabove.Weunderstandthatthereissomeoverlapamongstthe
constructs.
Table3summarizesthefollowingmeasures.Gapsinclude:
Fewerresponsibledecisionmakingscalesforthepreschoolagerangebecauseweelectedtoomit
thosethatrequirelearningcomplexcodingsystems
Becauseofchildrensexpressiveandcognitiveabilities,fewerselfandpeerratingsofSELarepresent
foryoungerageranges,aswell
Forparallelreasons,therearemoreobservationaltoolsatthepreschoollevel
Page38
Table3.Measures,SELCoreConstructAssessed,AgeRange,PreschoolorElementarySchool,andRatingType*
School/Grade
Level
SELCoreCompetencyAssessed
SelfManagement
SocialAwareness
RelationshipSkills
Responsible
DecisionMaking
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other(e.g.,
interview)
RatingType
SelfAwareness
ChallengingSituationsTask(CST)
DenhamsAffectKnowledgeTest
(AKT)
TheDevereuxEarlyChildhood
Assessment(DECA)
MinnesotaPreschoolAffect
Checklist
PennInteractivePreschoolPlay
Scales
PreschoolSelfRegulation
Assessment
SelfDescriptionQuestionnairefor
Preschoolers(SDQP)
SocialCompetenceandBehavior
Evaluation
SouthamptonTestOfEmpathyFor
Preschoolers(STEP)
BattelleDevelopmentalInventory
(BDI)
ScaleName
Page39

School/Grade
Level
SelfAwareness
SelfManagement
SocialAwareness
RelationshipSkills
Responsible
DecisionMaking
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other(e.g.,
interview)
RatingType
BehaviorAssessmentSystemFor
Children,SecondEdition(BASC2)
BerkeleyPuppetInterview(BPI)
CopingwithEmotionalSituations
EmotionRegulationChecklist
ThePictorialScaleofPerceived
CompetenceandSocialAcceptance
forYoungChildren(PSPCSAYC)
PositiveAndNegativeAffectScale
(PANAS)
RothbartTemperamentScales
Infant,EarlyChildhood,Child,
SocialSkillsRatingSystem,Social
SkillsImprovementSystem
ScaleName
Page40

School/Grade
Level
SelfAwareness
SelfManagement
SocialAwareness
RelationshipSkills
Responsible
DecisionMaking
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other(e.g.,
interview)
RatingType
SociometricRatingsand
Nominations
AssessmentofChildrensEmotional
Skills(ACES)
BehavioralandEmotionalRating
ScaleSecondEdition:(BERS)
ParentRatingScale(PRS)
BryantEmpathyScaleforChildren
Child/Teacher/ParentRatingScale
ChildrensEmotionManagement
Scales:AngerAndSadness
DevereuxStudentStrengths
Assessment(DESSA)
EmotionExpressionScaleFor
Children(EESC)
FeelingsAboutSchool(FAS)
ScaleName
Page41

School/Grade
Level
SelfAwareness
SelfManagement
SocialAwareness
RelationshipSkills
Responsible
DecisionMaking
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other(e.g.,
interview)
RatingType
FriendshipQualityQuestionnaire
HowIFeelScale
KatzGottmanRegulationScale
KuschAffectInterviewRevised
MeasureOfProsocialand
AggressiveBehavior
MultidimensionalSelfConcept
Scale(MSCS)
RelationshipQuestionnaire(RELQ)
ResiliencyInventory
ScaleName
* GreyedcellsindicateSELcoreskillsassessed,agelevel,orratingtype
Page42
Measure
ChallengingSituationsTask(CST)
Constructs
Agerange
Preschool
Ratingtype
Performancebased
Descriptionofmeasure
Thismeasurewasdesignedtoassesschildren'saffectiveandbehavioralresponses
asrelatedtoconstructof tohypotheticalpeersituations.Achallengingsituationwasdefinedasonewhich
interest
wouldelicitaffectandtestthelimitsofthechild'sbehavioralabilitieswithinthe
crucialpeerrelationship.
Administration
ThethreesituationschosenforinclusionintheCSTwere:(a)apeerknockingdown
atowerofblockswhichthechildwasbuilding;(b)beinghitbyapeeronthe
playground;and(c)enteringagroupofpeersplayingagame.
Fourcategoriesofaffectiveresponses(i.e.,happy,sad,angry,andneutralor"just
okay"),andfourcategoriesofbehavioralresponses(i.e.,prosocial,aggressive,
manipulative,andavoidant)wereidentifiedforeachsituation.Prosocialresponses
includedengagingtheotherpersoninconstructiveplay,notbecomingupset,and
discussingtheproblem.Aggressiveresponsesincludedyelling,hittingtheother
person,ordestroyingthepeers'game.Cryingand/orpoutingweremanipulative
responses.Avoidantresponseswereignoringtheotherperson,withdrawingfrom
theinteraction,orwaitingonthesidelines.
Thechildwasinstructedtopretendthatheorshewasinthatsituationandto
respondtoquestionsasifitwerearealsituationforthem.Thetesterfirst
presenteda3x4inch(7.6x10.2cm)pictureandverbaldescriptionofeach
challengingsituation.
Followingthispresentationofeachchallengingsituation,fourpicturesofhappy,
sad,angry,andneutralaffectwerepresentedinrandomorderandlabeledforthe
child.Thenthechildwasaskedtopointtothepicturewhichbestdescribedthe
answerto"Howdoyoufeelwhen[thissituation]happenstoyou?"
Next,fourpicturesofbehavioralresponses(prosocial,aggressive,manipulationof
others'feelings,andavoidant)werepresentedinrandomorderandthechildwas
asked,"whatdoyoudowhenyoufeelthatway[inthissituation]?"
Scoring
Scoresforaffectiveandbehavioralresponsesusedwerenumberoftimeseach
affectandeachbehavioralresponsewaschosenbyeachchild,acrossthethree
situations.
Reliability
InternalconsistencyforemotionresponseandbehavioralresponseintheWarren
etal.(2010)samplewas=.43and=.54,respectively.Forsuchasmallnumber
ofitems(3each),averageinteritemcorrelationscanbeinstructiveforemotion
responses,theinteritemaveragecorrelationwas.20(p<.001)andforbehavioral
responses,itwas.28(p<.001).
Page43
Validity
Relatedtoacademiccompetence(Biermanetal,2008;Warrenetal.,2010),
behaviorproblems(Coyetal.,2001).Inearlierresearch,behavioralandaffective
choicesshowedrelationswithemotionknowledge(asmeasuredbyDenhams
AKT)andwithteacherratingsofclassroomsocialbehavior.(ZahnWaxleretal.,,
1994),
Strengths
Portable,developmentallyappropriate(e.g.,doesnotaskaboutambiguous
situations)directassessment,doesnotneedcodingasothermeasuresofsocial
problemsolvinginvariablydo,getsattheseaspectsofresponsibilityatanearlier
agethanmostotherinstruments,includestheemotionalsideofsocialinformation
processes.
Weaknesses
Needsmoreresearch,perhapsmorescenariosaddedforgreaterinternal
consistency.
Publisher/Price
Publicdomain
Bierman,K.L,Domitrovich,C.E.,Nix,R,L.,Gest,S.D.,Welsh,J.A.,Greenberg,M.T.,Blair,C.Nelson,K.,E.&
Gill,S.(2008).Promotingacademicandsocialemotionalschoolreadiness:TheHeadStartREDIprogram.
ChildDevelopment,79,18021817.
Coy,K.,Speltz,M.L.,DeKlyen,M.,&Jones,K.(2001).Socialcognitiveprocessesinpreschoolboyswithand
withoutoppositionaldefiantdisorder.JournalofAbnormalChildPsychology,29(2),107119.
Denham,S.A.,Bouril,B.,&Belouad,F.(1994).Preschoolersaffectandcognitionaboutchallengingpeer
situations.ChildStudyJournal,24,124.
Warren,H.K.,Way,E.,Kalb,S.C.,Denham,S.A.,&Bassett,H.H.(2010).UtilizingEmotionandBehaviorfor
UnderstandingPreschoolersSocialInformationProcessing:ThePredictiveValidityoftheChallenging
SituationsTask.Submittedforpublication.
ZahnWaxler,C.,Cole,P.M.,Richardson,D.T.,Friedman,R.J.,Michel,M.K.,&Belouad,F.(1994).Social
problemsolvingindisruptivepreschoolchildren:Reactionstohypotheticalsituationsofconflictanddistress.
MerrillPalmerQuarterly,40,98119.
Page44

Measure
DenhamsAffectKnowledgeTest(AKT)
Constructs
Agerange
SocialAwareness
30to60months(olderlimitmaybealmostanunderestimateforlowSESchildren,andis
anoverestimateforhighSESchildren,whoshowaceilingeffectaround54months)
Ratingtype
Descriptionof
measureas
relatedto
constructof
interest
Performancebased
DenhamsAffectiveKnowledgeTest(AKT;1986)utilizespuppetstomeasurepreschoolers
developmentallyappropriateunderstandingofemotionalexpressionsandsituations.
Children'sunderstandingofemotionisassessedusingpuppetswithdetachablefacesthat
depicthappy,sad,angry,andafraidexpressions.First,childrenareaskedtobothverbally
nametheemotionsdepictedonthesefaces,andthentononverballyidentifythemby
pointing.Thisproceduretapsintotheirabilitytorecognizeexpressionsofemotion.
Then,intwosubtestsofemotionsituationknowledge,thepuppeteermakesstandard
facialandvocalexpressionsofemotionswhileenactingemotionladenstories,suchasfear
duringanightmare,happinessatgettingsomeicecream,andangerathavingablock
towerdestroyed.Childrenplaceonthepuppetthefacethatdepictsthepuppet'sfeelingin
eachsituation.Ineightsituations,thepuppetfeelsemotionsthatwouldbecommonto
mostpeople,suchasthosementionedabove.
Finally,childrenareaskedtomakeinferencesofemotionsinnonsterotypical,equivocal
situations.Thissubtestmeasureshowwellchildrenidentifyothers'feelingsinsituations
wherethe"other"feelsdifferentlythanthechild.Allthesituationsthatthepuppeteer
depictsduringthissectionofthemeasurecouldeasilyelicitoneoftwodifferentemotions
indifferentpeople,asinfeelinghappyorafraidtogetintoaswimmingpool.Beforethe
assessment,childrensparentsreport,viaforcedchoicequestionnaire,howtheirchildren
wouldfeel;theseresponsesdeterminetheemotionsexpressedbythepuppet.For
example,iftheparentreportsthatthechildwouldbehappytocometopreschool,the
puppetisdepictedfeelingsad.
Administration
TheAKTiseasytolearnandtoadminister,childrenenjoyit,andittakesonlyabout20
minutestoperform;itmaybeadministeredacross2sessions.
Scoring
Childrenreceive2pointsperquestionforacorrectresponse(usingscoringkeyfoundin
manual);theyreceive1pointforgettingthevalenceoftheresponsecorrect(e.g.,ifthey
pickthesadratherthanangryface,sincebotharenegative).
Reliability
Internalconsistencyandtestretestreliabilitiesaregood(Denham,Caverly,etal.,2002;
Denham&Couchoud,1990a,1990b),inthe.60.85rangedependingonthespecific
aggregateofscorescreated(i.e.,total,receptiveexpressionknowledge,expressive
expressionknowledge,situationknowledge[unequivocalandequivocal]).Dunn,
Slomkowski,etal.showedrelationsoftheAKTwithlaterindicesofemotionknowledgeat
agesix.
Page45
Validity
Thismeasureappearstobeespeciallyecologicallyvalid,asitrequireslittleverbalization
andisperformedduringplay.ScoresontheAKTareslightlytomoderatelyrelatedtoother
indicesofSEL.Forexample,researchershavefoundthatchildrensconcurrentAQS
attachmentratingsarerelatedtoscoresontheMeasure(Denham,Caverly,etal.,2002;
Laible&Thompson,1998);moresecurechildrenperformbetterontheAKT.Moreover,
predominantlyhappier,lessangrychildrenalsotendtoperformbetter(Denham,1986;
Denhametal.,1990;Denhametal,2003).Furthermore,AKTscoresarerelatedtoother
indicesofSEL,suchasmoralsensibilityanddecisionmaking(Dunn,Brown,&Maguire,
1995),conflictsandinteractionswithfriends(Cutting&Dunn,1999;Dunn&Herrera,
1997).Finally,AKTscoresarebothconcurrentlyandlongitudinallyrelatedtopeersand
teachersevaluationsofchildrenssocialcompetence(Denhametal.,1990;Denhametal.,
2003).Thus,knowingachildsstatusonthismeasurecanhelpinvestigatorsnotonlyin
knowingaboutemotionknowledge,butalsotoprognosticateaboutskillstowhichtheAKT
isrelated.Infact,itausefulassessmenttooltodocumentstatusandchangeinemotion
knowledgeduringinterventionprogramming;ithasalreadydemonstrateditsusefulnessin
thisrole(Domitrovichetal.,2002;Shieldsetal.,2001).
Strengths
Goodtoexcellentpsychometrics.Childrenenjoyit.Emotionknowledgeinpreschool
seemstobepivotalforlatersocialdevelopment.
Weaknesses
Notyetstandardizedbutcomputerizedversionisplanned;needstraining.Thereareother
Measuresofpreschoolemotionknowledge,butnoneseemtohavethesolidnetworkof
researcharoundthem.
Publisher/Price
Publicdomain
Cutting,A.L.,&Dunn,J.(1999).Theoryofmind,emotionunderstanding,language,andfamilybackground:
Individualdifferencesandinterrelations.ChildDevelopment,70,853865.
Denham,S.A.(1986).Socialcognition,socialbehavior,andemotioninpreschoolers:Contextualvalidation.
Denham,S.A.,Blair,K.A.,DeMulder,E.,Levitas,J.,Sawyer,K.,AuerbachMajor,S.T.,&Queenan,P.(2003).
Preschoolemotionalcompetence:Pathwaytosocialcompetence?ChildDevelopment,74,238256.
Denham,S.A.,Caverly,S.,Schmidt,M.,Blair,K.,DeMulder,E.,Caal,S.,Hamada,H.,&Mason,T.(2002).
Preschoolunderstandingofemotions:Contributionstoclassroomangerandaggression.JournalofChild
PsychologyandPsychiatry,43,901916.
Denham,S.A.,&Couchoud,E.A.(1990a).Youngpreschoolersunderstandingofemotion.ChildStudy
Journal,20,171192.
Denham,S.A.,&Couchoud,E.A.(1990b).Youngpreschoolersunderstandingofequivocalemotion
situations.ChildStudyJournal,20,193202.
Denham,S.A.,McKinley,M.,Couchoud,E.A.,&Holt,R.(1990).Emotionalandbehavioralpredictorsofpeer
statusinyoungpreschoolers.ChildDevelopment,61,11451152.
Page46
Domitrovich,C.E.,Cortes,R.,&Greenberg,M.(2002,June).PreschoolPATHS:Promotingsocialandemotional
competenceinyoungchildren.Paperpresentedatthe6thNationalHeadStartResearchConference.
Dunn,J.,Brown,J.,Beardsall,L.(1991).Familytalkaboutfeelingstatesandchildren'slaterunderstandingof
others'emotions.DevelopmentalPsychology,27,448455.
Dunn,J.,Brown,J.,&Maguire,M.(1995).Thedevelopmentofchildrensmoralsensibility:Individual
differencesandemotionunderstanding.DevelopmentalPsychology,31,649659.
Dunn,J.,Brown,J.,Slomkowski,Tesla,C.,&Youngblade,L.(1991).Youngchildrensunderstandingofother
peoplesfeelingsandbeliefs:Individualdifferencesandtheirantecedents.ChildDevelopment,62,13521366.
Dunn,J.,&Cutting,A.L.(1999).Understandingothers,andindividualdifferencesinfriendshipinteractionsin
youngchildren.SocialDevelopment,8,201219.
Dunn,J.,&Herrera,C.(1997).Conflictresolutionwithfriends,siblings,andmothers:Adevelopmental
perspective.AggressiveBehavior,23,343357.
Dunsmore,J.C.,&Karn,M.A.(2001).Mothers'beliefsaboutfeelingsandchildren'semotionalunderstanding.
EarlyEducationandDevelopment,12,117138.
Laible,D.J.,&Thompson,R.A.(1998).Attachmentandemotionalunderstandinginpreschoolchildren.
DevelopmentalPsychology,34,10381045.
Ontai,L.&Thompson,R.A.(2002).Patternsofattachmentandmaternaldiscourseeffectsonchildrens
emotionunderstandingfrom3to5yearsofage.SocialDevelopment,11,433450.
Shields,A.,Dickstein,S.,Seifer,R.,Guisti,L.,Magee,K.D.,&Spritz,B.(2001).Emotionalcompetenceandearly
schooladjustment:Astudyofpreschoolersatrisk.EarlyEducationandDevelopment,12,7396.
Note.Pleaseseethreeotherpossibleemotionknowledgemeasuresforpreschoolers/earlyprimarygradesby
Cassidy,Schultz,andPons&Harris.
Page47

Measure
TheDevereuxEarlyChildhoodAssessment
Constructs
Selfmanagement,Relationshipskills,Responsibledecisionmaking,Lackofdisruptive
behaviorsandinternalizingsymptoms
Agerange
24to60months
Ratingtype
Teacher,Parent
asrelatedtoconstruct
ofinterest
TheDECAisanewlydevelopedstandardized,normreferencedmeasureof
resilience,completedbyparentsandteachersinacollaborativeandsupportive
partnership.Subscalesinclude:initiative,attachment,selfcontrol,andbehavioral
concerns.WeliketheDECAssubscaledemarcation,closelymirroringasitdoesour
notionsofSEL.
Administration
Eachchildisratedoneatatimebyteachers,parents.Takes510minutesto
complete.
Scoring
Itemsareratedona5pointscalevaryingfromnevertoveryfrequently.
Scoringisshownonanswersheet,asfollows:
Initiative=Sum(items2,3,7,12,16,19,20,24,28,32,36)
SelfControl=Sum(items4,5,13,21,25,30,33,34)
Attachment=Sum(items1,6,10,17,22,29,31,37)
[BehavioralConcerns=Sum(items8,9,11,14,15,18,23,26,27,35)]
Reliabilityand
Validity
Thismeasureistheoreticallyandpsychometricallysound.Furthermore,itsutilityis
beingdemonstrated.Forexample,thetotalresiliencescore(i.e.,Initiative+
Attachment+Selfcontrol)isrelatedtoschoolreadiness,asassessedbythe
LearningAccomplishmentProfileDcognitiveandlanguagescales(DevereuxEarly
ChildhoodInitiative,2001c).TheDECAisalreadybeingusedtodocumentpreand
postprogrammingchange(DevereuxEarlyChildhoodInitiative,2001a,2001b).
Anymodifications
TheDevereuxEarlyChildhoodAssessmentScaleClinicalForm(DECAC)isnow
available.
Strengths
Useinbothapplicationsandresearch.Resilienceviewpointisastrength,asisthe
inclusionofattachment.
Weaknesses
Noneseen
Publisher/Price
PublishedbyKaplanEarlyLearningCo.andapparentlyalsonowbyPsychological
AssessmentResources,Inc.
PARpricesinclude$217.00forafullkit,and40recordformsfor$44.00
Page48
Kaplanpricesinclude$199.95forafullkit,and40recordformsfor$40.00
DevereuxFoundation(2001a)DevereuxEarlyChildhoodInitiativeResearchBulletin#3.Retrievedfrom
http://www.devereux.org/site/PageServer?pagename=deci_research_bulletins
DevereuxFoundation(2001b)DevereuxEarlyChildhoodInitiativeResearchBulletin#5.Retrievedfrom
DevereuxFoundation(2001c).ResearchReport#5,PilotStudyYear2.Retrievedfrom
LeBuffe,P.A.,&Naglieri,J.A.(1999).DevereuxEarlyChildhoodAssessmentTechnicalManual.Lewisville,NC:
KaplanPress.
ExampleItemsfromtheDevereuxEarlyChildhoodAssessment
DECASubscales
SampleItems
Initiative
Tryorasks totrynewthingsoractivities
Attachment
Trustfamiliaradultsandbelievewhattheysay;seek
helpfromchildren/adultswhennecessary
SelfControl
Keeptryingwhenunsuccessful(actpersistent);calm
herself/himselfdownwhenupset
Behavioral
Concerns
Destroyordamageproperty,fightwithother
children(inDECAConly)
Note.Itemcontentquotedwithpermissionofthepublisher,theDevereuxFoundation.
Page49

Measure
MinnesotaPreschoolAffectChecklist(MPAC)
Constructs
SocialAwareness,SelfManagement,RelationshipSkills,(LackofDisruptiveBehaviorsand
InternalizingSymptoms)
Agerange
3072months
Ratingtype
Observational
ofinterest
53itemsareorganizedintomegascalesforpositiveandnegativeaffect,
inappropriateaffect,positiveandnegativeinvolvementwithactivitiesand
environment,impulsivity(negativereactionstofrustration),positivereactionsto
frustration,aggression/unusualbehaviors,socialisolation,peerskills,and
empathy/prosocialbehavior.Thus,manyelementsofemotionalcompetence,as
wellassomeelementsofsocialproblemsolving(e.g.,dealswithfrustrationby
verbalizingtheproblem),andnumerousrelationshipskills,aretappedbytheMPAC
HasbeenrecentlyshortenedbyDenhamandcomputerizedversionisintheworks.
Administration
Trainedobserverswatchchildrensbehaviorsfor5minuteintervals,notingthe
presenceofitems.Inpreviousresearch,20minutesofobservationperchildacross
aseveralmonthtimeperiodresultedinvalidandreliablemeasurement.
Scoring
Uponfinishingobservationperiods,observerssumeachitemacrossperiods,for
eachmegascale.
Reliability
Previousresearchhasshowngoodinterobserverreliabilityformegascales,and
concurrentvaliditywithotherindicesofyoungchildrensSEL(Denham,Zahn
Waxler,etal.,1991;Sroufeetal.,1984).
Validity
Severalofthesescales,notablyskillsinpeerleadingandjoining,showedchange
acrosspreprogramtopostprogramperiods,withthoseshowingpremeasure
deficitsespeciallybenefitingfromtheprogram(Denham&Burton,1996).
Anymodifications
Possiblybutwouldneedtopilot maybefeweritems,althoughthesehavenot
beendauntinginearlierwork.
Strengths
Excellent,detailedprofilesofchildrenssocialemotionalcompetenceviadirect
observation.
Weaknesses
Timingfortrainingandobtainingobserverreliabilityisapproximately12hours.
Denhamandcolleagues(i.e.,Denham&Burton,1996;Denhametal.,1991)have
standardizedtrainingmaterials.
Publisher/Price
Publicdomain.
Page50
Denham,S.A.,&Burton,R.(1996).Asocialemotionalinterventionforatrisk4yearolds.JournalofSchool
Denham,S.A.,ZahnWaxler,C.,Cummings,E.M.,&Iannotti,R.J.(1991).Socialcompetenceinyoung
childrenspeerrelationships:Patternsofdevelopmentandchange.ChildPsychiatryandHumanDevelopment,
22,2943.
Sroufe,L.A.,Schork,E.,Motti,F.,Lawroski,N.,&LaFreniere,P.(1984).Theroleofaffectinsocialcompetence.
InC.E.Izard,J.Kagan,&R.B.Zajonc(Eds.),Emotions,cognition,&behavior(pp.289319).Cambridge:
CambridgeUniversityPress.
Table.ItemsfromtheMinnesotaPreschoolAffectChecklist(MPAC)
MPACMegaScales
Exemplarsofbehaviorsobserved
Expressionandregulationofpositiveaffect
Unproductive,unfocuseduseofpersonalenergy
Displayspositiveaffectinanymannerfacial,vocal,
bodily;showsongoinghighenjoyment(30sec.or
more)
Usesnegativeaffecttoinitiatecontact,tobegina
socialinteractionwithsomeone;usesfaceorvoice
veryexpressivelytoshownegativeaffect
Expressesnegativeaffecttoanotherchildinresponse
totheothersneutralorpositiveoverture;takes
pleasureinanothersdistress
Engrossed,absorbed,intenselyinvolvedinactivity;
independentinvolvedinanactivitythatthechild
organizesforhimself
Wandering;listless;tensionbursts
Lapsesinimpulsecontrol(negativereactionsto
frustration)
Contextrelated,physical,interpersonalaggression;
inabilitytostopongoingbehavior;becomeswithdrawn
Positivereactionstofrustration
Promptlyexpresses,inwords,feelingsarisingfrom
problemsituation,thenmoveson;showsabilityto
toleratefrustrationwellevenifdoesnotverbalize
Skillsinpeerleadingandjoining
Successfulleadership;ineptattemptsatleadership;
smoothlyapproachesanalreadyongoingactivity
Isolation
Nosocialinteractioncontinuouslyfor3minutesor
more
Unprovoked,physical,interpersonalaggression;
hazing,teasing,orotherprovocationorthreat
Interpersonalawarenessbehaviorreflecting
knowledgeorawarenessaboutanotherperson;
helpingbehavior
Expressionandregulationofnegativeaffect
Inappropriateaffect
Productiveinvolvementinpurposefulactivity
Hostility/Aggression
Prosocialresponsetoneedsofothers
Note.GeneralitemcontentadaptedfromDenham,ZahnWaxler,etal.(1991),andSroufeetal.(1984).
Page51
Measure
PennInteractivePreschoolPlayScales
Constructs
SelfManagement,RelationshipSkills
Agerange
Preschool
Ratingtype
Teacher,Parent
Descriptionofmeasureas Playisanimportantvehicleforchildrenssocial,emotional,andcognitive
relatedtoconstructof
development,aswellasareflectionoftheirdevelopment(Bredekamp&Copple,
interest
1997p.6).
Derivesinformationonyoungchildrenssocialcompetence,incontext(Fantuzzo,
SuttonSmith,Coolahan,Manz,Canning,&Debnam,1995;McWayne,Sekino,
Hampton,&Fantuzzo,2002).
Administration
Informants,whetherteachers/caregiversorparents,reportontherateof
occurrenceofdevelopmentallyappropriatebehaviorswithinconcrete,observable
contextsinwhichpreschoolersareactivelyengagedintheirvariousplay
environments.Takesapproximately15minutestocomplete.
Scoring
ThePIPPSyieldsthreeoverarchingscales:(1)PlayInteractioni.e.,howcreative,
cooperative,andhelpfulchildrenareduringplay;(2)PlayDisruptioni.e.,how
aggressivelyandantisociallytheybehaveduringplay;and(3)Play
Disconnectionhowwithdrawnandavoidantchildrenareincontextswhere
engagedplayismorenormative.Likertscaleitemsaresummedaspermanual
whichisordered.
Reliability
Thesescalesareinternallyconsistentforbothteachersandparents,andappear
equallyappropriateforlowincomechildrenofvaryingethnicities,including
AfricanAmericanandHispanic(Fantuzzoetal.,1998;Fantuzzo&McWayne,
2002).
Validity
Intermsofvalidity,parentsPIPPSscalesarerelatedtoteacherPIPPSscales.As
well,positivelearningstyles,theSocialSkillsRatingSystem,conductproblems,
emotionregulation,andsociometricacceptancearealsorelatedintheoretically
expectedwaystothescales.
Strengths
ThePIPPSoffersanadvantagetobothteachersandparents:becauseyoung
childrensplayissosalientapartoftheirdailyactivities,informantshaveample
opportunitiestoobserveit,andarelikelytohavetheskillstounderstandand
reliablycompleteameasuregroundedinthisphenomenon.Thus,informantsare
notrequiredtolistordescribebehaviorsprocessesthatareopentosocial
desirabilityandothererrors,bothsystematicandnonsystematic.
Weaknesses
Nonenoted
Publisher/Price
Publicdomainasfarasweknow
Page52

Bredekamp.S.,&Copple,C.(1997).(Eds.).Developmentallyappropriatepracticeinearlychildhoodprograms
(rev.Ed.)Washington,DC:NationalAssociationfortheEducationofYoungChildren.
Fantuzzo,J.,Coolahan,K.,Mendez,J.,McDermott,P.&SuttonSmith,B.(1998).Contextuallyrelevant
validationofpeerplayconstructswithAfricanAmericanHeadStartchildren:PennInteractivePeerPlayScale.
EarlyChildhoodResearchQuarterly,13,411431.
Fantuzzo,J.W.,&McWayne,C.(2002).Therelationshipbetweenpeerplayinteractionsinthefamilycontext
anddimensionsofschoolreadinessforlowincomepreschoolchildren.JournalofEducationalPsychology.94,
7987
Fantuzzo,J.W.,SuttonSmith,B.,Coolahan,K.C.,Manz,P.,Canning,S.&Debnam,D.(1995).Assessmentof
playinteractionbehaviorsinyounglowincomechildren:PennInteractivePeerPlayScale.EarlyChildhood
McWayne,C.,Sekino,V.,Hampton,G.,&Fantuzzo,J.(2002).Manual:PennInteractivePeerPlayScale.
Teacherandparentratingscalesforpreschoolandkindergartenchildren.Philadelphia:Universityof
Pennsylvania.
Page53

Measure
PreschoolSelfRegulationAssessment(PSRA)
Constructs
SelfManagement
Agerange
Preschool
Ratingtype
Performancebased,observational
Descriptionofmeasureas
interest
Severalobservationaltasksthatshowgoodvalueasdenotingchildrensabilityto
regulateemotionshavebeenidentifiedbyKochanskaandcolleagues.Radiah
SmithDonaldandCybeleRaverarenowpilotingaveryclear,detaileduseof
suchtasks,withspecificmeasurementofthechildsperformanceboth
quantitativelyandqualitatively.
Administration
Directassessment.Overseveralshort(e.g.,~5minute)tasksforeachchild
individually.Codingisdonebytrainedobserverasthetestingproceeds.
Scoring
SeeRaversEmotionMatterscodingsheetsandscript
Reliability
ShowntobegoodbyKochanskaandcolleagues,aswellasSmithDonaldand
colleagues(2007).(seebelow).
Validity
Anymodifications
Pickingtheonesdeemedmostvaluable.
Strengths
Actualobservationofchildren;testedmethodologies
Weaknesses
Takestime(butnovideotape);requirestraining
Publisher/Price
Publicdomain
Kochanska,G.,Murray,K.T.,&Harlan,E.T.(2000).Effortfulcontrolinearlychildhood:Continuityandchange,
antecedents,andimplicationsforsocialdevelopment.DevelopmentalPsychology,36,220232.
Kochanska,G.,Murray,K.,Jacques,T.Y.,Koenig,A.L.,&Vandegeest,K.A.(1996).Inhibitorycontrolinyoung
childrenanditsroleinemerginginternalization.ChildDevelopment,67,490507.
McClelland,M.,Cameron,C.E.,Connor,C.M.,Farris,C.L.,Jewkes,A.M.,&Morrison,F.J.(2007).Links
betweenbehavioralregulationandpreschoolersliteracy,vocabulary,andmathskills.Developmental
Mischel,W.,Shoda,Y.,&Rodriguez,M.L.(1989).Delayofgratificationinchildren.Science,244,933938.
Murray,K.T.,&Kochanska,G.(2002).Effortfulcontrol:Factorstructureandrelationtoexternalizingand
internalizingbehaviors.JournalofAbnormalChildPsychology,30,503514.
SmithDonald,R.,&Raver,C.EmotionMattersProtocol.Unpublishedmanuscript,UniversityofChicago.
SmithDonald,R.,Raver,C.C.,Hayes,T.,&Richardson,B.(2007).PreliminaryconstructvalidityofPreschool
SelfregulationAssessment(PSRA)forfieldbasedresearch.EarlyChildhoodResearchQuarterly,22,173187.
Page54
Measure
SelfDescriptionQuestionnaireforPreschoolers(SDQP)
Constructs
SelfAwareness
Agerange
Preschool
Ratingtype
Performancebased
TheSDQPwasdesignedtoassesstwoareasofacademicselfconcept(Verbal
asrelatedtoconstructof
andMath)andfourareasofnonacademicselfconcept(Physical,Appearance,
interest
Peers,andParents).forpreschoolchildren(preschoolchildrendonotclearly
understandGeneralselfconceptitems;seealsoHarter&Pike,1984)
ThismeasureisadownwardextensionoftheSDQI(Marsh,Craven,&Debus,
1991),anexcellentinstrumentintermsofpsychometricpropertiesandconstruct
validation(see,e.g.,Byrne,1996).
Administration
Someresearcherspromotetheuseofnonverbalmethods(e.g.,puppets,pictures)
forassessingyoungchildrensselfconcept(Eder,1990;Harter&Pike,
1984).Childrencanalsorespondtosimple,directquestions,toprovidereliable
informationontheself(Marshetal.,1991;Marsh,Craven,&Debus,1998).
AdministrationoftheSDQPthususesonlyverbalpresentations(seetablefor
items).
Itemsarewordedinquestionformat(e.g.,Canyourunfast?)ratherthanthe
declarativeformat(e.g.,Icanrunfast)toreducethelinguisticcomplexitythat
youngchildrenfacewhentheyarerequiredtoverifydeclarativestatements.
Scoring
38itemsweredevelopedtorepresentsixselfconceptscalesontheSDQP.Scoring
followsfromanswerstoprobesasfollows:(1)Noalways;(2)Nosometimes;(3)
Yessometimes;and(4)Yesalways(seealsoHarter&Pike,1984).
Reliability
Internalconsistencyevaluatedviacoefficientrangefrom.75forMathto.89for
PhysicalandAppearancescales.Theauthorssuggestthesearereasonablebased
onthebrevityofthescaleandageofparticipants.
Validity
Thereissupportforconstructvaliditytheacademic selfconceptandforthe
separationofacademicandnonacademiccomponentsofselfconcept;young
childrendoappeartodistinguishamongsttheseaspectsofself.
Intermsofconcurrentvalidity,mathematicsachievement(viaWRATscores)was
significantlyandpositivelycorrelatedwithMathandVerbalselfconceptscores.
However,verbalachievementwaspositivelybutnonsignificantlycorrelatedwith
thesesameselfconceptscores.Nonetheless,verbalachievementwassignificantly
morehighlycorrelatedwiththeacademicselfconceptfactorsthanwiththe
Page55
nonacademicselfconceptfactors.
Strengths
Becausechildrenhavedifficulty respondingappropriatelytonegativelyworded
items(Marsh,1986),alloftheSDQPitemswerewordedpositively.Covers
theoreticallyimportantareasofselfperceivedcompetence/selfconceptwith
promisingpsychometricproperties
Weaknesses
Furtherresearchneededtoreplicatethefactorsandsubstantiatenot
discriminatingbetweenmathandverbalconstructswithyoungchildren.Further,
itwouldnotappearasyetausefulmeasureformakingdecisionsaboutindividual
children,althoughitcandescribegroupsofchildrenwell.
Publisher/Price
Publicdomain,asfarasweknow
ScalesandSampleItemsfromtheSDQP
SelfConceptArea
SampleQuestions
PhysicalAbility(6items)
Canyourunfast?
Doyouenjoysportsandgames?
Areyougoodlooking?
Doyoulikethesizeandshapeofyourbody?
Doyouhavelotsoffriends?
Doyouplaywithlotsofkidsatpreschool?
Doyourparentslikeyou?
Doyouenjoydoingthingswithyourparents?
Doyouknowlotsoflettersofthealphabet?
Doyouknowlotsofdifferentwords?
Doyoulikeplayingnumbergames?
Areyougoodatcounting?
Appearance(6items)
PeerRelations(6items)
ParentRelations(8items)
Verbal(6items)
Math(6items)
Byrne,B.(1996).Measuringselfconceptacrossthelifespan:Issuesandinstrumentation.Washington,DC:
AmericanPsychologicalAssociation.
Eder,R.A.(1990).Uncoveringyoungchildrenspsychologicalselves:Individualanddevelopmental
differences.ChildDevelopment,61,849863.
Harter,S.&Pike,R.(1984).Thepictorialscaleofperceivedcompetenceandsocialacceptanceforyoung
children.ChildDevelopment,55,19691982.
Marsh,H.W.(1986).Negativeiteminratingscalesforpreadolescentchildren:Acognitivedevelopmental
phenomenon.DevelopmentalPsychology,22,3749.
Marsh,H.W.,Craven,R.G.,&Debus,R.L.(1991).Selfconceptsofyoungchildrenaged5to8:Their
measurementandmultidimensionalstructure.JournalofEducationalPsychology,83,377392.
Page56
Marsh,H.W.,Craven,R.G.,&Debus,R.L.(1998).Structure,stability,anddevelopmentofyoungchildrens
selfconcepts:Amulticohortmultioccasionstudy.ChildDevelopment,69,10301053.
Marsh,H.W.,Ellis,L.A.,&Craven,R.G.(2002).Howdopreschoolchildrenfeelaboutthemselves?Unraveling
measurementandmultidimensionalselfconceptstructure.DevelopmentalPsychology,38,376393.
Page57

Measure
SocialCompetenceandBehaviorEvaluation 30
Constructs
SelfManagement,RelationshipSkills,Responsibledecisionmaking,(LackofDisruptive
Behaviors,InternalizingSymptoms)
Agerange
30to78months
Ratingtype
Teacher,Parent
Descriptionof
measureasrelated
toconstructof
interest
.scaledevelopedtoassesspatternsofsocialcompetence,emotionregulationand
expression,andadjustmentdifficultiesinchildrenages30to78months(LaFreniere
&Dumas,1996,p.369)
Theshortform,derivedfromthe80itemformnowpublishedbyWestern
PsychologicalServices,hasbeenwidelyusedinresearch.TheshortformoftheSCBE
isintendedtopreserveseveralimportantstrengthsoftheoriginalwhilereducingits
overalllength.BothhavebeenextensivelynormedwithstratifiedsamplesofFrench
CanadianandAmericanpreschoolers.Themeasurealsohasbeentranslatedinto
Spanish(Dumasetal.,1998a,1998b).
MainsubscalesincludeAnger/Aggression,Anxiety/Withdrawal,andCooperation/
Sensitivity.
Administration
Thisteacherreportmeasurehasbothalongandashort30itemversion,aswellasa
parentshortversion(Kotler&McMahon,2002).Theinformantgiveseachchilda
ratingfrom1to6onitemslikethoseshownbelow.Theitemcontentallows
evaluationstobecompletedbyanyonewhoknowsthechildwell(i.e.,informantsare
abletocompletethequestionnaireaftertheyhaveknownthechildforatleasttwo
months).Responsesofexperiencedteacherstendtobedistributeddifferentlyfrom
inexperiencedteachers,whichisanissuetotakeintoaccountgenerallywhenusing
datafromteacherreports.Thestandardizationsamplesarenotlargebutconsidered
adequate.Themeasurewasnotdevelopedstrictlyforclinicaluse,thoughitcorrelates
withtheChildBehaviorCheckList.
Teachersandparentscancompletetheshortversionin10minutes.
Scoring
Sumratingsforthethreescales:
Anger/Aggression=Item1+Item4+Item7++Item28
Cooperation/Sensitivity=Item2+Item5+Item8++Item29
Anxiety/Withdrawal=Item3+Item6+Item9++Item30
Inpastwork(e.g.,Denhametal.,2003)hasalsoshownthatastandardizedaggregate
(i.e.,zsensitive/cooperativezangry/aggressivezanxious/withdrawn)canbeusedreliablyforanoverall
measureofsocialcompetence.
Page58
Reliability
Thisquestionnairehasbeenwidelyused,anditsreliabilityhasbeenestablishedwithin
diversecultures(LaFreniere&Dumas,1996;LaFreniere,etal.2002).Interrater
agreementacrossteachersisuniformlyhigh,withhighinternalconsistencyofthe
scales,withtestretestreliabilityacross2weeksveryhighand6monthsslightlylower.
Theparentformscaleshaveexcellentinternalconsistencyaswell.AAandAWscales
arerelativelyorthogonal,withsocialcompetencenegativelycorrelatedwithboth
otherscales,forbothreporters.
Validity
Factorstructureoftheshortversionisveryclear.10itemscalesfromtheoriginal
SCBEstandardizationsamplewerecomputedandcorrelatehighlywiththeoriginal
scales.For517childreninIndiana,teacherratingsofconductdisorderandanxiety
withdrawalwereobtainedfromtheRevisedBehaviorProblemChecklist;the
concomitantscalesoftheSCBE30werehighlycorrelatedwiththismeasure.Kotler
andMcMahon(2002)showthatthethreeparentscalesdifferentiatepassive
noncompliant,simplenoncompliant,andnegotiatednoncompliantbehaviorsin
preschoolchildren.
Strengths
Severaladvantagesoverbroadbandassessmentsofexternalizingandinternalizing
behaviorobtainhere,including:(a)theorthogonalityofAAandAWscales;(b)
inclusionofstrengthbasedscale;and(c)clearertosocialemotionaldevelopmental
tasksinitemcontent.
Weaknesses
Nonenoted
Publisher/Price
LONGversionpublishedbyWesternPsychologicalServices
Theyrequestoptiontoapproveuseofshortform,whichisonly30itemsandwell
validated(LaFreniere&Dumas,1996)
LONGversionpricesare$82.50forakitwithmanualand25scoringforms
LONGversionpricefor25scoringformsis$39.95
ExampleItemsfromtheSocialCompetence/BehaviorEvaluation(SCBE)
SCBEScale
SampleItems
Aggression
Getsintoconflictswithother
children;opposestheteacher
Withdrawal
Doesnttalkorinteractingduring
groupactivities;avoidsnew
situations
Cooperation/Sensitivity
Negotiatessolutionstoconflicts
(notesocialproblemsolving
content);cooperateswithother
children
Page59

Denham,S.A.,Blair,K.A.,DeMulder,E.,Levitas,J.,Sawyer,K.S.,AuerbachMajor,S.T.,&Queenan,P.L.
(2003).Preschoolers'emotionalcompetence:Pathwaytomentalhealth?ChildDevelopment,74,238256.
Dumas,J.E.,Martinez,A.,&LaFreniere,P.J.(1998a).TheSpanishversionoftheSocialCompetenceand
BehaviorEvaluation(SCBE)Preschooledition:Translationandfieldtesting.HispanicJournalofBehavioral
Sciences.20,255269.
Dumas,J.E.,Martinez,A.,LaFreniere,P.J.,&Dolz,L.(1998b).LaversinespaoladelCuestionario
EvaluacindelaConductaylaCompetenciaSocialparapreescolares(SocialCompetenceandBehavior
EvaluationSCBE):Adaptacinyvalidacin./SpanishVersionoftheSocialCompetenceandBehavior
EvaluationPreschoolEdition(SCBE):Adaptationandvalidation.Psicologica.19,107121
Kotler,J.C.,&McMahon,R.J.(2002).Differentiatinganxious,aggressive,andsociallycompetentpreschool
version:ValidationoftheSocialCompetenceandBehaviorEvaluation30(parentversion).Behaviour
ResearchandTherapy,40,947959.
LaFreniere,P.J.,&Dumas,J.E.(1996).Socialcompetenceandbehavioralevaluationinchildrenages3to6
years:Theshortform(SCBE30).PsychologicalAssessment,8,369377.
LaFreniere,P,Masataka,N.,Butovskaya,M.,Chen,Q.,Dessen,M.A.,Atwanger,K.,Schreiner,S.,Montirosso,
R.,&Frigerio,A.,(2002).Crossculturalanalysisofsocialcompetenceandbehaviorproblemsinpreschoolers.
EarlyEducationandDevelopment,13,Specialissue:Culturalperspectivesonsocialcompetenceinearly
childhood,201219.
Page60
Measure
SouthamptonTestofEmpathyforPreschoolers(STEP)
Constructs
SocialAwareness,RelationshipSkills
Agerange
Preschool
Ratingtype
Selfrating,performancebased
Descriptionof
measureasrelatedto
constructofinterest
InSTEP,theroleofaffectiveandcognitiveperspectivetakinginempathyis
considered.
Assessesachildsabilitytounderstandandshareintheexperienceofanother
personacrossanumberofhierarchicallyorganized,emotionjudgmentcontexts
linkedtofacialexpression,situationalcues,verbalcues,anddesires.STEP
incorporatescomputerpresented,videotapedvignettesofchildreninemotional
scenariosthatfocusonfouremotionaloutcomes(angry,happysad,fearful).Itasks
childrentoindicatetheirreactionstovignettesbyselectingapictureoftherelevant
facialexpression.
Thetestincorporated8videovignettesofchildreninemotionalscenarios,
assessingachildsabilitytounderstand(STEPUND)andshare(STEPSHA)inthe
emotionalexperienceofastoryprotagonist.
Eachvignetteincluded4emotions(angry,happy,fearful,sad)thatreflected
emotionjudgmentsbasedontheprotagonistsfacialexpression,situation,verbal
cues,anddesire.
Thetestincorporateseightvideovignettesofchildreninemotionallyevocative
scenariostoassessachildsabilitytounderstand(STEPUND)andshare(STEPSHA)
intheemotionalexperienceofastoryprotagonist.Eachchildwatchedonepractice
storyandeightteststories.Thevideosusedcontinuousmovementandchild
actors.Fourstorieshadamaleprotagonist,andfourhadafemaleprotagonist.Each
storywasmadeupofsevenconsecutiveparts.InParts1,2,4,and6childrenwere
askedtojudgehowtheprotagonist(STEPUND)andtheythemselves(STEPSHA)
wouldfeel,onthebasisoftheprotagonistsfacialexpression,asituationcue,a
verbalcue,andtheprotagonistsdesire.Eachstorypartrelatedtooneoffour
emotionaloutcomes(angry,happy,sadandfearful),suchthatemotionjudgments
(relatedtofacialexpression,situationcues,verbalcues,anddesire)werelinked
twicewitheachoutcome.
Desireswererepresentedbyathoughtbubble(Wellman,Hollander,&Schult,
1996).Twofurtherstoryparts(3and5)containedcheckquestionsthatwere
designedtoassessconcentrationandunderstanding.Thestoryendingmadeupthe
finalpart(seeTable1).Eachstorywasaccompaniedbyan8590wordnarrative
andlastedapproximately120s.Childrenindicatedtheiremotionjudgmentsby
Page61
clickingononeoffiveschematicemotionfaces(happy,sad,angry,fearful,
OK/neutral)displayedatthebottomofthecomputerscreen.Afterchildren
watchedthepracticestory,acomputerscreenappeared,featuringtheeightstory
protagonistswaving.Childrenhadtoclickonsuccessivecharactersinordertohear
eachstory,andstickersweregivenbetweenstories.Thisprocesswasrepeated
untilchildrenhadcompletedalleightvignettes,andagoodbyescreenwas
presented.
Administration
Scoring
Reliability
Validity
Strengths
Weaknesses
Videovignettesandcomputerizedresponses
Theprogramgeneratedtwoscoresthatrepresentedthechildrensabilityto
identifytheprotagonistsemotions(STEPUND;score0,1or2)andthechildrens
tendencytoshareintheseemotionalexperiences(STEPSHA;score0,1or2).A
scoreof2representedanaccuratejudgmentofaprotagonistsemotion(STEP
UND)oramatchbetweenthecharactersemotionandthechildsjudgmentofhis
orherownemotion(STEPSHA).Ascoreof1wasgivenforsad,angry,andfearful
judgmentswhenchildrenrespondedwithanyothernegativeemotion.Zero
representedaninaccuratejudgmentofacharactersemotionornomatchbetween
thecharactersemotionandachildsjudgmentofhisorherownemotion.Both
STEPUNDandSTEPSHAhadaminimumscoreof0(notempathic)andamaximum
scoreof64(highlyempathic;8stories,eachwith4emotionjudgments).
Theresultsshowedgoodinternalconsistency;Cronbachsalphareliability
coefficientsforSTEPUNDandSTEPSHAwere.70and.86,respectively.Theyalso
highlightedmoderateconcurrentvaliditywithparentratedempathy,ameasureof
facialindices,andconstructvaliditywithteacherratedprosocialbehavior.
Consideringconcurrentvalidity,childrensabilitytounderstandtheperspectiveof
others(STEPUND)andtorespondtothemappropriately(STEPSHA)waspositively
associatedwithparentreportdispositionalempathy.
Linkswithparentreportempathyandfacialrespondingsupporttheproposition
thatSTEPtapsempathicresponsivenessinpreschoolchildren.
Thesmallsamplesizeandhomogeneityofthesamplecharacteristicslimitsthe
generalizationofthesefindings.Concurrentvaliditywasonlymoderatewith
existingmeasuresofempathy,highlightingthedifficultyindevelopingavalidand
reliableinstrumenttomeasureemotionalresponsivenessinthisagegroup.
Furthermore,theabsenceoftestretestreliabilitylimitsourunderstandingofthe
stabilityofemotionalperspectivetakingandempathyinthisagegroup.
Publicdomain
Publisher/Price
Howe,A.,PittenCate,I.M.,Brown,A.&Hadwin,J.A.(2008).Empathyinpreschoolchildren:The
developmentoftheSouthamptonTestofEmpathyforPreschoolers(STEP).PsychologicalAssessment20,305
309.
Wellman,H.M.,Hollander,M.,&Schult,C.A.(1996).Youngchildrensunderstandingofthoughtbubblesand
ofthoughts.ChildDevelopment,67,768788.
Page62
Measure
BattelleDevelopmentalInventory(BDI),2nd Edition
Constructs
SelfAwareness,SelfManagement,RelationshipSkills
Agerange
Birthto7years,11months
Ratingtype
Teacher,Observational,Other
Descriptionof
measureasrelated
toconstructof
interest
Itemsonadultinteraction,expressionoffeelings/affect,selfconcept,peerinteraction,
coping,andsocialroleareincluded.Forexample,topicareasincludeshowing
appropriateaffectiontowardpeople,pets,orpossessions,usingadultsappropriately
tohelpresolvepeerconflict,recognizingthefeelingsofothers,andrecognizingthe
basicsimilaritiesofallchildren.
Administration
TheBDIisdesignedtobeusedbyteachers,diagnosticians,andmultidisciplinaryteams.
Itsauthorsconsideritusefulforscreeningandorformoreindepthassessmentof
specificnonhandicappedorhandicappedchildrensstrengthsandweaknessesfor
programming,aswellastohelpdemonstratetheeffectsofprogramming.Useofa
transdisciplinaryassessmentformatalsoispossible.IfadministeringonlythePersonal
Socialdomain,fromwhichtheaforementioneditemsareextractedwouldtakeabout
15minutestocompletemixtureofinterview,observation,etc.
Scoring
Becausesomeitemscanbescoredviaintervieworobservationmethods,orstructured
formatitemscanbecorroboratedviathesemethods,itbehoovestheexaminerto
gatherallpossiblyrelevantdataonPersonalSocialitemsbeforescoring.Itemsare
scoredfromeachsubscalenotedabove,andsummed.Rawscorescanbeconvertedto
agenorms,percentiles,orTscores,forexample.
Reliability
Excellentreliabilitydataforthelastversion(beforethecurrentrevision)arereported,
withverysmallstandarderrorsofmeasurementandhightestretestreliabilities.
Validity
Asyetnotreportedforrevision?Substantialforearlierversions.
Strengths
TheBDIscomprehensiveness,standardizedtestscores,empiricallybasedage
placementofitsapproximately130items,behaviorallyanchoreditemdescriptions,
andimproved,easieradministrationandscoring,allmaximizeitsusefulness.Eachskill
itemchosenforthenewrevisionforthePersonalSocial(andallotherdomains)has
gonethrougharigorousprocessofjudgmentonhowcriticalorimportantitistoa
childsdevelopment.
Weaknesses
Careneedstobetakenregardingobservation,structureditems.Theexamineralso
mustapply,whentherearedisagreementsamongthesesourcesofdata,astandard
setofdecisionrules.Althoughthesearenotnecessarilyweaknesses,theyare
complications.
Page63
Publisher/Price
PublishedbyRiversidePublishing
Fullkitwithmanipulativesandsoftware=$932.00(thisincludesotherdomainsthan
justpersonalsocial)
Newborg,J.(2005).BattelleDevelopmentalInventory,SecondEdition.Itasca,IL:RiversidePublishing.
Page64

Measure
BehaviorAssessmentSystemforChildren,SecondEdition(BASC2)
Constructs
SelfManagement,Responsibledecisionmaking,(LackofRisky,
Disruptive/ExternalizingBehaviorsandInternalizingSymptoms)
Agerange
Fourto18yearsofagec
Ratingtype
Teacher,Parent,Self
Descriptionof
Thismeasureratesadaptiveandproblembehavior.
measureasrelatedto Dividedintofourcomposites(ExternalizingProblems,InternalizingProblems,School
constructofinterest Problems,andAdaptiveSkills)and15subscales.
BASC2TRSExternalizingProblemscompositereflectschildsoveralldisruptive
behaviorsymptomsandincludes:
Aggression,ConductProblems,andHyperactivity
Administration
Teachers,parents,observers,andstudentsratestudentsbehavior;selfreportscales
godowntoage67now.
Scoring
139items;ratingofadaptiveandproblembehaviorbyfrequency:
Rangingfrom0(Never)to3(Almostalways)
Fivecomponents(StructuredDevelopmentalHistory,ParentRatingScale,Teacher
RatingScale,SelfReportofPersonalityandStudentObservationSystem,whichcanbe
usedseparatelyorincombination.
Designedtoassistinthedifferentialdiagnosisofemotionalandbehavioralproblems,
educational,classification,treatmentplanningandevaluationandforuseinresearch
(ReynoldsandKamphaus,1992,1998).
Reliability
Testretestreliabilityestimates(859daysbetweenratings)indicatestrongscore
stabilityovertime.Internalconsistencyestimateswereabove.90acrossscales.
Interraterreliabilityestimatesindicatemoderateconsistencyinratingsbetween
teachers.
Validity
TheBASChasbeenthetestofchoicetosubstantiatetheconvergentvalidityofa
numberofscales,withfindingsgenerallyintheexpecteddirections,forexamplesuch
that:BASCTRSCorrelatedwithTheRevisedClassPlay(RCP;Mastenetal.,1985),a
peerassessmentofsocialreputation(Realmutoetal.,1997).
TheBASCscalesandcomposites(PRSandTRS)werecorrelatedwiththeSocialSkills
andProblemBehavioursscalesontheSocialSkillsRatingScales(SSRS;Greshamand
Elliot,1990)forthepurposeofestablishingconvergentvalidityforboth(Flanaganet
Page65
al.,1996).WhentheSSRSSocialSkillsscalewasusedasthecriterion,convergent
validityevidencewasidentifiedfortheparentformoftheBASCSocialSkillsscale,but
thesamewasnotfoundfortheteacherform.CorrelationsbetweentheBASC
AdaptiveSkillsCompositeandtheSSRSSocialSkillsscaleswereintheexpected
directions,aswerethecorrelationsbetweentheproblemscalesofboththeBASCand
SSRS.Theauthorsconcludedthat,generally,theseresultsprovidedpreliminary
convergentvalidity.
Strengths
AdvantagesoftheBASCovertheCBCLinclude, amongothers,theexistenceof
separateformsforprimaryandadolescentagegroupsandtheseparationofthe
AnxietyandDepressionscales.Itsstrengthbasedscalesarevastlybetter(seenote).
Weaknesses
Someauthors,forexample,Flanagan(1995),haveseentheabsenceofnormsfor
minoritygroups,asalimitation.
AdamsandDrabman(1994)cautionagainsttheuseofclinicalnormsforfemale
childrenorchildrenpresentingwithinternalizingdifficultiesasbothwere
underrepresentedintheclinicalnormgroup.
Vaughnetal.(1997)foundthatneithertheCBCLnortheBASCwasadvantageouswith
respecttodifferentiatingchildrenwithADHDfromthosewhodonotmeetcriteriafor
ADHD,exceptfortheBASCTRSwhichhadbetterpredictiveabilityfordifferentiating
childrenwhodonotmeetADHDcriteria.
Publisher/Price
PearsonAssessment,http://www.pearsonassessments.com/basc.aspx
$500+forstarterkitinEnglishandSpanish
Note.TherearenowAngerControl,Bullying,ExecutiveFunction,EmotionalSelfControl,Negative
EmotionalityScales,andResiliencyScales.
Adams,C.D.&Drabman,R.S.(1994)BASC:ACriticalReview,ChildAssessmentNews,4,15.
Bergeron,R.,Floyd,R.G.,McCormack,A.C.,&Farmer,W.L.(2008)Thegeneralizabilityofexternalizing
behaviorcompositesandsubscalescoresacrosstime,rater,andinstrument.SchoolPsychologyReview,37(1),
91108.
Flanagan,R.(1995)AreviewoftheBehaviourAssessmentSystemforChildren(BASC):Assessmentconsistent
withtherequirementsoftheIndividualswithDisabilitiesEducationAct(IDEA),JournalofSchoolPsychology,
33,17786.
Flanagan,D.P.,Alpfonso,V.C.,Primavera,L.H.,Povall,L.&Higgins,D.(1996)ConvergentvalidityoftheBASC
andSSRS:ImplicationsforSocialSkillsAssessment,PsychologyintheSchools,33,1323.
Greenspoon,P.J.,&Saklofske,D.H.(1997)ValidityandreliabilityoftheMultidimensionalStudentsLife
SatisfactionScalewithCanadianchildren,JournalofPsychoeducationalAssessment15,13855.
Huebner,E.S.(1994)PreliminarydevelopmentandvalidationofaMultidimensionalLifeSatisfactionScalefor
Children,PsychologicalAssessment,6,14958.
Page66
Masten,A.,Morison,P.andPellegrini,D.(1985)ARevisedClassPlayMethodofPeerAssessment
Realmuto,G.M.,August,G.J.,Sieler,J.D.&PessoaBrandao,L.(1997)Peerassessmentofsocialreputationin
communitysamplesofdisruptiveandnondisruptivechildren:Utilityoftherevisedclassplaymethod,Journal
ofClinicalChildPsychology,26,6776.
Reynolds,C.R.&Kamphaus,R.W.(1992)BehaviourAssessmentSystemforChildrenManual.CirclePines,MN:
AmericanGuidanceService.
Reynolds,C.R.&Kamphaus,R.W.(1998)BehaviourAssessmentSystemforChildrenManualSecondEdition.
CirclePines,MN:AmericanGuidanceService.
Vaughn,M.,Riccio,C.A.,Hynd,G.W.&Hall,J.(1997)DiagnosingADHD(PredominatelyInattentiveand
CombinedTypeSubtypes):DiscriminantvalidityoftheBehaviourAssessmentSystemforChildrenandthe
AchenbachParentandTeacherRatingScales,JournalofClinicalChildPsychology,26,34957.
Page67
Measure
BerkeleyPuppetInterview(BPI)
Constructs
Selfawareness
Agerange
Preschoolthroughearlyelementary
Ratingtype
Performancebased
Descriptionof
measureasrelatedto
constructofinterest
TheBPIwasdevelopedtoaddresstheabsenceofstandardizedmethodologies
appropriateformeasuringyoungchildrensperceptionsofthemselvesandtheir
environments.Itblendsstructuredandclinicalinterviewingmethods,usingthe
puppets,IggyandZiggy.
Forexample:
Iggy:Ihavelotsoffriends.Ziggy:Myparentsfightsareaboutme.
Ziggy:Idonthavelotsoffriends.Iggy:Myparentsfightsarenotaboutme.
Iggy:Howaboutyou?Ziggy:Howaboutyourparents?
Useofpuppetplayallowschildrentorespondnaturallyandcomfortably.
Administration
DirectAssessment.MostoftheBPIsubscalesconsistof4to8items.Most
successfulinterviewinglastsnolongerthan20minutesbeforeabreak;2such
periodscanbeusedinoneday.
Scoring
SelfPerceptionScalesincludeAcademicCompetence,AchievementMotivation,
SocialCompetence,PeerAcceptance,Depression/Anxiety,andAggression/Hostility.
Theauthorsaskthateachscalebeusedinitsentirety(Measelleetal.,1998).
Themethodologyisflexible,andallowsforotherscales,includingTeacherCloseness,
TeacherConflict,andSchoolEngagement,andparentchildsubscalessuchas
WarmthandEnjoyment,Anger&Hostility,Responsiveness,EmotionalAvailability,
LimitSetting,andAutonomyGranting&Control(separatescalesformotherand
father).
Reliability
Excellent
Validity
TheBPIsutilityhasbeentestedonsocioeconomically,culturally,andclinically
diversesamples.ASpanishlanguageversionisbeingtestedinChile.
Childrenunderstandthequestionsandbecomeengagedindialoguewiththe
puppets.Agreementbetweenyoungchildrenandadultinformantsisasstrongifnot
strongerthanthatbetweenpairsofadultinformants.Thesedataareimportantin
lightofthefieldstendencytoviewyoungchildrensperceptionaslessvalid.
Page68
Strengths
Allowsforverbalornonverbal,elaboratedorlimitedresponses.Codingmanual
helpscodertodecipherfiguresofspeech,reasoningprocesses,andconditional
responsesthatreflectambivalentselfperceptionsoruncertaintyduetolackof
experience.Mayalsobeusedtoexamineareasofselfawarenessparalleltoadult
BigFivedimensionsofpersonality(Measelleetal.,2005).
Weaknesses
Requires2daytrainingworkshopandcertification,whichalsotakestime.
PriceofworkshopfromUniversityofOregonpersonnel,includingtrainingand
reliabilitychecks,equals$900pertrainee.
Measelle,J.,R.,Ablow,J.C.,Cowan,P.A.,&Cowan,C.P.(1998).Assessingyoungchildrensselfperceptions
oftheiracademic,social,andemotionallives:AnevaluationoftheBerkeleyPuppetInterview.Child
Development,69,15561576.
Measelle,J.R.,John,O.P.,Ablow,J.C.,CowanC.P.Cowan,P.A.(2005).Canchildrenprovidecoherent,
stable,andvalidselfreportsontheBigFivedimensions?Alongitudinalstudyfromages5to7.Journalof
PersonalityandSocialPsychology,89,90106
Page69
Measure
CopingwithEmotionalSituations
Constructs
Selfmanagement
Agerange
PreschoolthroughMiddleChildhood
Ratingtype
Teacher,Parent
Descriptionof
measureas
relatedto
constructof
interest
Childrenscopingbehaviorwhenfacedwithemotionalsituationswithpeerscanbe
assessedwithitemsdevelopedbyEisenberg,Fabes,Nyman,Bernzweig,andPinuelas
(1994).
Itemcontentreflects:InstrumentalCoping(e.g.,takingactiontoimproveasituation),
InstrumentalAggression(e.g.,hitting),EmotionalIntervention(e.g.,cryingtoelicithelp),
Avoidance(e.g.,leavingaproblem),Distraction(e.g.,keepingbusy),Venting(e.g.,cryingto
releasefrustration),EmotionalAggression(e.g.,aggressingtoreleasefrustration),
CognitiveRestructuring(e.g.,sayingIdontcare),CognitiveAvoidance(e.g.,notthinking
abouttheproblem),InstrumentalIntervention(e.g.,gettinghelp),InstrumentalSupport
(e.g.,talkingtosomeoneabouttheproblem),andDenial(e.g.,sayingnothinghappened).
BasedontheworkofEisenbergandcolleagues(1994),datacanbereducedtothree
summaryscales:
EmotionalVenting(e.g.,criestoreleasefeelings/gethelp,solvesproblems/releases
feelingsthroughaggression).
ConstructiveStrategies(e.g.,gettingemotionalsupportorpragmaticassistancewiththe
problem;solvingtheproblem)
AvoidantStrategies(e.g.,usingdistraction,denyingtheproblem)
Administration
Informantsindicateona7pointscale,with1indicatingneverand7indicatingusually,
howoftenthechildwouldengageineachof12generaltypesofcopingbehaviorwhen
confrontedwithaproblemsituation.Takeslessthan10minutes.
Scoring
Sum17ratingacrossrationalsubscales,asfollows:
Constructivecoping=items1,7,10,12,12
Ventingcoping=items2,3,8,9
Passivecoping=items4,5,6,13
Itis,however,possiblethatfactorsmaydifferacrossages.
Reliability
Goodtestretestandinternalconsistencyreliabilityhavebeenreportedbytheauthorsand
Denham.Specifically,sforthesescalesinDenhamsresearchhavebeengoodto
excellent,especiallyconsideringthenumberofitemspersubscale.
Validity
Researchsuggeststhatparentscompletionofthesescalesisrelatedtoteachers
evaluationsofyoungchildrenssocialcompetence.
Page70
Strengths
Thesescalesareveryquickandeasyforeitherteachersorparentstocomplete.Theyyield
asnapshotofthechildsemotionalcopingstrategies,andwouldthusbeusefulfor
individualizingprogrammingaswellaspreandpostprogrammingmeasurement.
Weaknesses
Copingmaynotbeconsideredthesameasemotionregulation.
Publisher/Price
Eisenberg,N.,Fabes,R.A.,Nyman,M.,Bernzweig,J.,&Pinuelas,A.(1994).Therelationofemotionalityand
regulationtopreschoolersangerrelatedreactions.ChildDevelopment,65,13521366.
Page71

Measure
EmotionRegulationChecklist
Constructs
SelfManagement
Agerange
Preschoolandearlyprimary
Ratingtype
Teacher,Parent
Descriptionof
measureasrelated
toconstructof
interest
The24itemEmotionRegulationChecklisttapsbothprevalentemotionalexpressiveness
andtheproductaspectofemotionregulation:thatis,ittargetsprocessescentralto
emotionalityandregulation,includingaffectlability,intensity,valence,flexibility,and
contextualappropriatenessofexpressiveness(Shields&Cicchetti,1997;Shieldsetal.,
2001).
TheLability/Negativitysubscaleiscomprisedofitemsrepresentingatackofflexibility,
moodlability,anddysregulatednegativeaffect;sampleitemsinclude"Exhibitswide
moodswings,"and"Ispronetoangryoutbursts?'TheEmotionRegulationsubscale
includesitemsdescribingsituationallyappropriateaffectivedisplays,empathy,and
emotionalselfawareness;sampleitemsinclude"Isempathictowardothers,"and"Can
saywhens/heisfeelingsad,angryormad,fearfulorafraid."
Administration
Otherreportquestionnaire(teachers,couldbeadaptedforparents);takesabout10
minutesorlesstocomplete.
Scoring
Sum4pointLikertratingsforscales
Lability/NegativityScale=items2,6,8,10,13,14,17,19,20,22,24,4R,5R,9R,11R
EmotionRegulationScale=items1,3,7,15,21,23,16R,18R
R=recode,whichinthiscasedenotessubtractingthatscorefromthetotal
Item12isnotincludedineitherscaleasitdidnotloadoneitherinearlyvalidation
studies.
Reliability
Internalconsistencyfortheemotionregulationandlability/negativitysubscalesis
excellent;inShields&Cicchetti(1997)alphaswere.96forlability/negativityand.83for
EmotionRegulation.
Validity
Intermsofvalidity,themeasuredistinguisheswellregulatedfromdysregulated
children.Morespecifically,overallemotionregulationatthestartofthepreschoolyear
wasassociatedwithschooladjustmentatyear'send,whereasearlyemotional
lability/negativitypredictedpooreroutcomes.
Anymodifications
No
Strengths
Goodcontentvalidity,importantconstructsassessed
Page72
Weaknesses
Attimesitisconcerningthatexpressionandregulationaresoconfoundedinthis
measurethisisanendemicproblemintheliteratureasawhole.However,the
ability/negativitysubscaleisatleastseparate.
Publisher/Price
Shields,A.,&Cicchetti,D.(1997).Emotionregulationinschoolagechildren:Thedevelopmentofanew
criterionQsortscale.DevelopmentalPsychology,33,906916.
Shields,A.,Dickstein,S.,Seifer,R.,Guisti,L.,Magee,K.D.,&Spritz,B.(2001).Emotionalcompetenceandearly
schooladjustment:Astudyofpreschoolersatrisk.EarlyEducationandDevelopment,12,7396.
ExampleitemsfromtheEmotionRegulationChecklist
EmotionRegulation
ChecklistScale
ExampleItems
Lability/Negativity
Exhibitswidemoodswings;iseasilyfrustrated;ispronetoangry
outbursts
EmotionRegulation
Isacheerfulchild;respondspositivelytoneutralorfriendlyovertures
byadults;cansaywhens/heisfeelingsad,angryormad,fearfulor
afraid
Page73
Measure
ThePictorialScaleofPerceivedCompetenceandSocialAcceptanceforYoung
Children(PSPCSAYC)
Also:ThePerceivedCompetenceScaleforChildren(PCSC)
Constructs
Selfawareness
Agerange
PreschoolersandKindergartenersforonescale,1stand2ndgradersforanother.
PCSCisfor3rdthrough9thgrades
Ratingtype
Performancebased,self
Descriptionof
PSPCSAYCisapictorialscaleofperceivedcompetenceandsocialacceptancefor
measureasrelatedto youngchildren,tapping4domainswith6itemseach:cognitivecompetence,physical
constructofinterest
competence,peeracceptance,andmaternalacceptance.Itemsdiffersomewhatfor
somescalesacrossthetwoagelevels.For
ForthePSPCSAYC,factoranalysesreveala2factorsolution.Thefirstfactor,general
competence,isdefinedbythecognitiveandphysicalcompetencesubscales.The
secondfactor,socialacceptance,comprisesthepeerandmaternalacceptance
subscales.
Itisurgedthatthisinstrumentnotbeviewedasageneralselfconceptscalebutbe
treatedasameasureof2separateconstructs:perceivedcompetenceandsocial
acceptance.
However,thePCSChasfactorsofcognitive,social,physical,andgeneralselfworth.
Administration
DirectAssessment forPSPCSAYC,selfreportforPCSC
PSPCSAYC
PictureplatesThepicturesaccompanyingeachversionareboundseparately,asare
setsforboysandgirls.
SampleitemThechildisfirstreadabriefstatementabouteachchilddepicted.For
thesampleitem,thefemalesubjectwouldbetoldthatthegirlonthechild'sleftis
goodatpuzzlesbutthechildontherightisnotverygoodatpuzzles.Thechild'sfirst
taskistoindicatewhichofthetwogirlssheismostlike.Aftermakingthatdecision,
thechildisthenaskedtothinkonlyaboutthepictureonthatsideandindicate
whethersheisalotlikethatgirl(thebigcircle)orjustalittlebitlikethatgirl(the
smallercircle).Foreachitemtherearemorespecificdescriptivequestionsthat
accompanyeachcircle,suchas"Areyoujustprettygoodatpuzzles[smallcircle]or
reallygood[largecircle]?"
PCSC
Similaritemswithfourpointscaletwochoicesononesideoftheitemfortruefor
mereallyorsortofandtwochoicesontheothersideoftheitemfortrueforme
reallyorsortof.
Page74
Scoring
Strengths
Eachitemisscoredonafourpointscale,whereascoreof4wouldbethemost
competentoracceptedandascoreof1woulddesignatetheleastcompetentor
accepted.Thus,forthePSPCSAYCsampleitem,thechildwhoindicatesthatsheisa
lotlikethegirlwhoisgoodatpuzzleswouldreceiveascoreof4.Ifshechosethe
smallercircleontheleft,shewouldgeta3.Ifsheindicatesthatsheisalittlelikethe
girlwhoisnotverygoodatpuzzles,shewouldreceivea2.Andifsheisalotlikethat
girl,shewouldgetascoreof1.Itemscoresareaveragedacrossthesixitemsfora
givensubscale,andthesefourmeansprovidethechild'sprofileofperceived
competenceandsocialacceptance.
TeacherratingscaleAteacherratingscaleparallelsthePSPCSAYC.Onthisscale,
teachersaregivenabriefverbaldescriptionofeachitem(e.g.,goodatpuzzles)and
thenratehowtruethatstatementisonafourpointscale(reallytrue,prettytrue,
onlysortoftrue,andnotverytrue).Thus,thesescorescanbecomparedwiththe
child'sscores,dependingononespurposes.
SimilarscoringandparallelformsareavailableforthePCSC.
Internalconsistency forthePSPCSAYCsubscalesranged from.50to85.When
combinedaccordingtotheirdesignatedfactors,thesereliabilitiesincrease
substantially,fallingwithinarangeof.75.89.Attenuatedvariabilitysomewhat
spuriouslyattenuatesinternalconsistencyreliabilitysomewhat.
InternalconsistencyalsoadequateforthePCSC.
Convergent,discriminant,andpredictivevalidityareadequateforbothmeasures.
OnthePSPCSAYC,forpupilswhoseratingsareeithercongruentorlowerthanthe
teachers,theirperceivedcognitivecompetenceispredictiveoftheiractualbehavior.
However,thepresenceofoverratersinthesampleattenuatesthepredictivevalidity
ofthissubscale.
DirectAssessment
Weaknesses
Somepsychometricproperties areslightlyweak.
Publisher/Price
MustcontactSusanHarter atUniversityofDenver,sharter@du.edu
Reliability
Validity
Harter,S.(1982).ThePerceivedCompetenceScaleforChildren.ChildDevelopment,53,8797.
Harter,S.&Pike,R.(1984).Thepictorialscaleofperceivedcompetenceandsocialacceptanceforyoung
children.ChildDevelopment,55,19691982.
Page75
Measure
PositiveandNegativeAffectScale(PANAS)
PositiveandNegativeAffectScale,ChildVersion(PANASC)
Constructs
Selfmanagement
Agerange
PANAS:preschoolandelementaryschool
PANASCElementarySchool(grades48)
Ratingtype
Parent,Self
Descriptionofmeasure ThePANASassesseshowthechild/adultfeelsonaverage,for12negative
asrelatedtoconstruct emotions(e.g.,sad,angry)and3positiveemotions(e.g.,excited,enthusiastic).
ofinterest
ThePANAShasbeenmodifiedforparentreportforpreschoolersandearly
elementarygrades;examinesoverallemotionalexpressiveness.
ThePANASC(Laurentetal.,1999)isabrief,usefulmeasureofemotional
experiencethatcanbeusedtodifferentiateanxietyfromdepressioninyoungsters.
Ithasbeendevelopedmainlyasaninstrumentforuseinageneralschool
population.
Administration
Verysimpleandquick;lessthan10minutes
ThePANASCconsistsof27items.Childrenareinstructedtoindicatehowoften
theyhavefeltaspecificway(e.g.,interested,sad,etc.)duringthe"pastfewweeks"
or"past2weeks"ona5pointLikertscale(1=veryslightlyornotatall,5=
extremely).
Scoring
SumLikertratingsforsubscales i.e.,allnegativeemotionsratingsaresummed
(NA),andallpositiveemotionsratingsaresummed(PA).
Reliability
PANASWatson,Clark,andTellegen (1988)reportedalphacoefficientsof.87for
boththenegativeaffect(NA)andpositiveaffect(PA)scales;importantly,thetime
instructionsusedinthisstudyweresimilartothoseusedforvalidationofthe
PANASC.
PANASC:The27itemPANASCdemonstratedpsychometricpropertiesmuchlike
thoseofthePANAS:alphacoefficientsfortheNAscalewere.94and.92forthe
scaledevelopmentandreplicationsamples,respectively;thealphacoefficientsfor
thePAscalewere.90forthescaledevelopmentsampleand.89forthereplication
sample.Also,atwofactorsolutionbestdescribedthestructureofthePANASC,
consistentwithitsparentmeasure.Thescalesalsodemonstratedgoodconvergent
anddiscriminantvalidity.
Validity
Usedinanincreasingnumberofstudiesrelatedemotionalexpressivenessto
numeroussocialandpsychologicaloutcomes.
Page76
Anymodifications?
No
Strengths
Short,goodpsychometrics
Weaknesses
Publisher/Price
Laurent,J.,Catanzaro,S.J.,Joiner,T.E.,Rudolph,K.D.,Potter,K.I.,Lambert,S.,etal.(1999).AMeasureof
PositiveandNegativeAffectforChildren:ScaleDevelopmentandPreliminaryValidation.Psychological
Assessment,11,326338.
Watson,D.,&Clark,L.A.,&Tellegen,A.(1988).Developmentandvalidationofbriefmeasuresofpositiveand
negativeaffect:ThePANASScales.JournalofPersonalityandSocialPsychology,54,10631070.
Page77

Measure
RothbartTemperamentScales Infant,EarlyChildhood,Child
Constructs
SelfManagement
Agerange
Infancythroughchildhood
Note.TheRothbartscalesincludeseveralversionsbasedontheageoftheratee.For
thiscompendiumspurpose,thefollowingareapplicable:EarlyChildhoodBehavior
Questionnaire(ECBQ),ChildrensBehaviorQuestionnaire(CBQ)
Teacher,Parent
Ratingtype
Descriptionof
measureasrelated
toconstructof
interest
Threehigherordertemperamentfactorspertinenttotheassessmentofemotional
expressivenessandregulationhavebeenisolated:(a)negativeaffectivity,(b)surgency;
and(c)effortfulcontrol(Rothbartetal,1994).Takentogether,theycompriseachild's
constitutional,individualpatternofselfregulationandreactivity,relativelyenduring
biologicalpredispositionsthatareinfluencedovertimebymaturationandexperience.
Negativeaffectivityitemsinvolvediscomfortexperiencedinoverstimulatingsituations,
frustration,anger,andinabilitytosootheoneself,fearfulness,andsadness.The
Surgencydimensionincludesactive,approach,pleasure,andsmilingscales.
UseofRothbartTemperamentQuestionnairescanaddtoknowledgeofchildrens
expressivenessacrossmanyeverydaycontexts.Manychildrenhighonthetemperament
dimensionofnegativeaffectivityareeasilyangeredinmanysituations.Othershighon
thisdimensionareanxious,fearfulinnewsituations,andeasilysaddened.Thus,this
factorcanbedividedintoexternalizingnegativeemotionsandinternalizingnegative
emotions.Itiseasytoseehowthispotentcombinationcouldmakeinteractingwith
bothpeersandadultsproblematic.
Effortfulcontrol,alsoassessedbytheCBQ,isassociatedwithsensitivitytothe
emotionalexperiencesofpeers,whichcanleadtoempathicandotherprosocial
responses,aswellastoinhibitionofaggressiveimpulses(Kochanska,1993;Rothbartet
al.,1994).Morespecifically,regulatoryabilitiesinattention,inparticulartheabilityto
focusandshiftattentionvoluntarily,andtheabilitytodisengageattentionfromone's
ownperspectivetoattendtoanother's,arehallmarksofprosocialdevelopment
(Kochanska,1993).Wewouldexpectchildrenhigherontheeffortfulcontroldimension
tobeseenbyteachers,observers,andpeersalikeasmoresociallycompetent.
Effortfulcontrolencompassesscalesmeasuringinhibitorycontrol;maintenanceof
attentionalfocusduringtasks;pleasureexperiencedduringlowintensitysituations(e.g.,
lookingatpicturebooks);andperceptualsensitivityandawarenessofexternalcues.
Thus,theCBQsscalesrelatedtoemotionregulation,orinternallyconsistent
abbreviationsthereof,couldbeuseful.
Page78
Forregulation,fourscalesareused,asfollows:(a)attentionfocusing(willmovefrom
onetasktoanotherwithoutcompletingthem(reversed);(b)attentionshifting(can
easilyshiftfromoneactivitytoanother;(c)inhibitioncontrol(e.g.,canlowerhervoice
whenaskedtodoso;and(e)impulsivity(rushesintonewsituations).
Surgencyisanaspectoftemperamentassociatedwithextraversion,approachtonovel
stimuli,positiveemotionalexpressiveness,activity,andhighlevelpleasure.Hence,a
childhighonthisdimensionoftemperamentmightbealotoffuntobearoundeagerly
initiatingcontactwithothers,findinginterestingthingstodo,sharingpositiveaffect.On
theotherhand,therecouldbetoomuchofagoodthing,withchildrenhighonsucha
dimensionpossiblyseenasirritatinglyactiveandboisterous,risktaking,andimpulsive.
Administration
Asanexample,theChildBehaviorQuestionnaire(allscalesscoredinthesamemanner):
TheCBQisanupperextensionofRothbart'sInfantandToddlerBehaviorQuestionnaires
(whichisalsorecommended),withsimilarlyexcellentreliabilityandvalidity.Itisan
instrumentthatassessestemperamentalcharacteristicsofchildrenaged38years.
Ratersscore,onsevenpointscales,howtrue195specificdescriptivebehaviorshave
beenofthepersonbeingrated,overthepastsixmonths.Theoptionofindicatingthat
anyitemis"notapplicable"tothechildisalsoavailableforinfant/childmeasures.
Scoring
Theinstructionsaregenerallyclearandusefultoraters,althoughthescalesinclude
manyitemsandtakesomeparentsoveranhourtocomplete(shortversionsmaybe
recommended,providedthatscalesofinterestarestillincluded).Veryclearscoring
instructions;facilitatedbySPSSroutines.
Reliability
Allreportedinternalconsistencyreliabilitiesandtestretestreliabilitiesforallversions
forallscalesaremoderatetoexcellent.CBQexhibitssubstantialinterparental
agreement.
Validity
Concurrentandpredictivevalidityestablishedinmanystudies
Anymodifications
Useshortforms,orifdeemedmoreappropriate,veryshortforms
Strengths
Extremelywellconstructedandvalidated,withtheoreticalfoundationsinbrainand
emotionaldevelopment.
Weaknesses
Despitesomedisagreementintheliterature,wewouldchooseparentalreportof
temperament,because:(1)parentsseeawiderangeofbehavior;(2)recent
measurementadvancesallowtheirreportsevengreaterobjectivevalidity;and(3)most
importantly,thesocialrelationshipaspectsofchildtemperamentarebestcapturedin
parentalreportsRothbartandBates(1998).
Publisher/Pricing
ThefollowingisaquotefromDr.Rothbartswebsite,
http://darkwing.uoregon.edu/~maryroth/:Wedonotchargeresearcherstouseour
temperamentmeasures.Dr.Rothbartbelievesthefreeexchangeofscientific
informationisessentialtoresearchimprovement.Accesspermissiontothe
questionnairescanberepaidbysharingwithustheresultsofyourstudies.
Page79
Torequestaccesstothequestionnaires,youcanclickonthewebsitelinks,whichsend
anemailrequesttoDr.Rothbartssecretary.Pleasedescribeyourintendedstudy,the
ageranges,andwhichquestionnaire(s)youplantorevieworuse.Ouremailreplywill
providetheaccesscodesandinformationonhowtoobtaincopiesofDr.Rothbarts
publications(someofwhicharelinkedandavailablefordownload).Youmayalso
phone(5413465534),orwritetoRothbartTemperamentLab,Attention:Cher
DiValerio,1227UniversityofOregon,Eugene,OR974031227.
Capaldi,D.M.,&Rothbart,M.K.(1992).Developmentandvalidationofanearlyadolescenttemperament
Measure.JournalofEarlyAdolescence,12,163173.
Kochanska,G.(1993).Towardasynthesisofparentalsocializationandchildtemperamentinearly
developmentofconscience.ChildDevelopment,64,325347.
Rothbart,M.K.,Ahadi,S.A.,&Hershey,K.L.(1994).Temperamentandsocialbehaviorinchildhood.Merrill
PalmerQuarterly,40,2139.
Rothbart,M.K.&Bates,J.E.(1998).Temperament.InW.Damon(Ed.),Handbookofchildpsychology:Vol.3
Social,emotional,andpersonalitydevelopment(5thed.,pp.105176).NewYork:Wiley.
Formorespecificreadingontemperamentconstructsandmeasures,seethefollowing:
Posner,M.I.&Rothbart,M.K.(2000).Developingmechanismsofselfregulation.Developmentand
Psychopathology,12,427441.
Putnam,S.P.,Ellis,L.K.,&Rothbart,M.K.(2001).Thestructureoftemperamentfrominfancythrough
adolescence.InA.Eliasz&A.Angleitner(Eds.),Advancesinresearchontemperament(pp.165182).
Germany:PabstScience.
Rothbart,M.K.,Ahadi,S.A.,Hershey,K.,&Fisher,P.(2001).Investigationsoftemperamentatthreetoseven
years:TheChildren'sBehaviorQuestionnaire.ChildDevelopment,72,(5),13941408.
Rothbart,M.K.,Chew,K.,&Gartstein,M.A.(2001).Assessmentoftemperamentinearlydevelopment.InL.
Singer&P.S.Zeskind(Eds.),Biobehavioralassessmentoftheinfant(pp.190208).NewYork:Guilford.
Rothbart,M.K.,Derryberry,D.,&Hershey,K.(2000).Stabilityoftemperamentinchildhood:Laboratoryinfant
assessmenttoparentreportatsevenyears.InV.J.Molfese&D.L.Molfese(Eds.),Temperamentand
personalitydevelopmentacrossthelifespan,(pp.85119).Hillsdale,NJ:Erlbaum.
Rothbart,M.K.,&Hwang,J.(2002).Measuringinfanttemperament.InfantBehavior&Development,25(1),
113116.
Page80
Measure
SocialSkillsRatingSystem(SSRS)
Constructs
SelfManagement, RelationshipSkills,Responsibledecisionmaking,(LackofRisky,
Disruptive/ExternalizingBehaviorsandInternalizingSymptoms),Academic
Competence
Agerange
Preschoolthroughsecondaryschool
Ratingtype
Teacher,Parent,Self
Descriptionof
measureasrelatedto
constructofinterest
Toassistprofessionsinscreeningandclassifyingchildrensuspectedofhaving
significantsocialbehaviorproblemsandaidinthedevelopmentofappropriate
interventionsforidentifiedchildren(Gresham&Eliot,1990,p.1)
Scalesinclude:
SocialSkills:Cooperation,Assertion,Responsibility,Empathy,andSelfControl
ProblemBehaviors:Externalizing,Bullying,Hyperactivity/Inattention,Internalizing,
AcademicCompetence:ReadingAchievement,MathAchievement,Motivationto
Learn
Normreferencedratingscalecomprisedofthreedifferentratingformsforteachers,
parents,andstudents.Intendedforusewithpreschool,elementary,andsecondary
students(withseparateformsforratersateachlevel).Numberofitemsrangesfrom
4057fortheadultraters,and3439forstudentsinElementaryschoolandhigher.
Allincludecooperation,assertion,andselfcontrolsubscales.Parentsalsocompletea
responsibilityscale,andstudentsalsocompleteanempathysubscale.
Allitemsevaluatedona3pointLikertscale.Eachratercancompletetheirtaskin
20minutes.Materialsareuserfriendlyandreadable,withclear,comprehensive
examples.
Administration
Scoring
Handscoringasdescribedinmanualandonindividualitembookletstakesabout5
minutes.Manualpresentsrawscores,standardscores,percentileranks,
confidencebands,anddescriptivebehaviorlevels.Thesebehaviorlevelsgarner
somecriticism,tothepointwheresomeadviseonlyusingrawscores.
Reliability
Manualincludesdetailedinformationonreliability.Teacherforminternal
consistencyisexcellent,parentandstudentinternalconsistenciesadequateoverall.
Testretestexcellentforteacherformandparent(socialskillsscale;wewouldnot
usetheattendantbehaviorproblemsscaleforthisconstruct).Testretestreliability
forthestudentformissomewhatlimited,asmightbe,atleastinpart,expected
withdevelopingchildren.
Interraterreliabilitiesareratherlow,butslightlybetterthanmanyothercross
informant,crosscontextreliabilityinthechildbehavioraltestingliterature.
Page81
Validity
Evidenceispresentedinthemanualforcontent,criterion,andconstructvalidityof
theSSRS(theexceptionisthatthecriterionrelatedvalidityevidencesofarforthe
studentformislimitedtoadequate).
Strengths
Reliableandvalidmeasurecapturingimportantaspectsofsocialfunctioning,by
multipleinformants,acrossmanyyearsofchildhood/adolescence.
Weaknesses
BecausetheSSRSwasdevelopedtoassistinidentifyingchildrenwithdifficultiesin
thisarea,outcomestudiesmaybeinfluencedbyaceilingeffect(i.e.,globaland
subscalescoresarenegativelyskewed);thustheSSRSmayformabetterestimate
ofsocialskillsdeficitsthanwelldevelopedsocialskills.However,noextant
standardizedmeasurecoveringsuchawideagerangeisstrengthbasedinthisway.
Thestudentformsmightbeusedmorecautiouslybecauseofrelativelylower
reliabilities.Someevaluatorsurgeuseoftotalscoreonly,ratherthanfour
subscales.Astrongerstandardizationsampleisneededthatincludeschildrenfrom
familieswithlowerincomes.Despitesomereviewersnaysaying,Ibelievethis
measureisuseful.Demarayetal.(1995)foundtheSSRStobealaudabletool.
Publisher/Price
PublishedbyAmericanGuidanceServices.
SSRSPreschool/ElementaryStarterSet:$180.99
SSRSSecondaryStarterSet:$162.00
SSRSAllLevels,AllinformantsQuestionnaires,Scannable(25):$42.99
Demaray,M.K.,Ruffalo,S.L.,Carlson,J.,Busse,R.T.,Olson,A.E.,McManus,S.M.,&Leventhal,A.(1995).
Socialskillsassessment:Acomparativeevaluationofsixpublishedratingscales.SchoolPsychologyReview,
24,648671.
Gresham,F.M.,&Elliott,S.N.(1990).TheSocialSkillsRatingSystem.CirclePines,MN:AmericanGuidance
Service.
Page82

Measure
SocialSkillsImprovementSystem(SSIS)
Constructs
SelfManagement,RelationshipSkills,Responsibledecisionmaking,(LackofRisky,
Disruptive/ExternalizingBehaviorsandInternalizingSymptoms),Academic
Competence
Agerange
Ages318
Ratingtype
Teacher,Parent,Self
asrelatedtoconstructof
interest
PurposeoftheAssessment:
o Screenforproblembehaviorsandidentifystudentsatriskforsocial
behaviordifficultiesandpooracademicperformance.
o Identifyspecificsocialbehavioracquisitionandperformance
deficitsthatcanbeaddressedwithskillbuildingschoolandhome
interventions.
o Identifysocialskillsstrengths.
o Comparestudentstonationalnormstoidentifyindividuals
functioningbelownormativeexpectations(candidatesfor
interventionservices).
o Provideabaselineforpostinterventionprogressevaluation.
o Trackprogress.
o Gatherlongitudinalresearchdata.
Administration
Scoring
Usedby:School,afterschool,socialservices,mentalhealthprofessionals.
Versions:Teacher,parentandstudentversionsofratingscaleavailable
(Studentselfreportavailablefor818).
Ratingprocedure:
o RatersshouldbefamiliarwiththeSSISandtheratingforms.
Teachersneedtoestablishrapportwiththestudent.
o Eachformtakes1520minutestocomplete.
ScaleContents:
o Numberofitemsdiffersbasedonformandageofchild.
Approximately140itemsperform.
o Teachersandparentsindicatefrequencyofbehaviorsexhibitedby
thechildona4pointscalefromNevertoAlmostAlways
o Studentsindicatehowtrueastatementaboutthemselvesisona4
pointscalefromNotTruetoVeryTrue
o Constructsassessed
SocialSkillsIncludesthefollowingsubconstructs:
Communication,Cooperation,Assertion,Responsibility,
Empathy,Engagement,SelfControl
ProblemBehaviors(onlyontheTeacherandParentforms)
Includesthefollowingsubconstructs:Externalizing,
Bullying,Hyperactivity,Internalizing,AutismSpectrum
Page83
Reliability
Validity
Strengths
AcademicCompetence(onlyontheTeacherform)
Includesthefollowingsubconstructs:ReadingandMath
Performance,Motivation,ParentalSupport,General
CognitiveFunctioning
Scoringprocedure:
o Scoringprocedurescanbehandscoredorcomputerscored.
o Hasproceduresforinterpretingthereports.
o Hasproceduresforreportingwhentherearemultipleraters.
o Providesacaseexampleofscoringandreportingtheresults.
Normativesample:
o Normativesampleincluded4700studentsaged3through18.385
teachersprovidedratings.2800parentsprovidedratings.
o Conductedanationalstandardizationsamplealignedwith
demographicresultsofthe2006USCensus.Normsampleconsisted
ofapproximately5,000teachers,parentsandstudents.
o Normativescoresbygender,grade,andethnicityforthe3forms
Alphacoefficientsforscalesrangefrom.70toupper.90s.
Testretestreliabilityrangesfrom.72.87forthe3forms.
Interraterreliabilityrangesfrom.36.69.
Manualreportsmodestsupportfortheconvergentanddiscriminatevalidityofthe
SSISratingsubscales.
CorrelationsbetweenSSISandotherratingscales(e.g.HomeandCommunity
SocialBehaviorScale(HCSBS)andtheBehavioralAssessmentSystemforChildren
(BASC2))demonstratedlowormoderatecorrelationsandthesecorrelations
variedbyagelevel.
Validitywasacceptablefortestingonspecialpopulations(StudentswithAutism,
ADHD,LearningDisabilitiesandSpeech/LanguageImpairments).
Hasteacher,parentandchildversions.AllstrengthsofSSRSpluschangesfrom
SSRS:
Spanishversionsavailable.
Fournewsubscales(Communication,Engagement,Bullying,andAutismSpectrum)
Nationalnormsforpreschool.Standardizationbasedonanationwidesample
matchedtotheUSpopulationestimatesforrace,region,andSES.Combined
normsandseparatesexnorms
Computerizedscoringandreportingsoftwareavailable.Resultslinkdirectlyto
interventions.Formscanbecompletedwithin1520minutes.Partofalarger
systemthatincludesauniversalscreeningtoolandtosocialskillsbuilding
programs.
Weaknesses
Manualstatesthatinterpretationofscoresandreportsshouldbedonebya
professionalwhoisfamiliarwithtestconstructionandinterpretation.Manual
doesnotciteatheoreticalbasisforthepositivebehavioritems.Noanalysisofthe
dimensionalityoftheassessmentwasconducted.Costishigh.
Page84
Publisher/Price
SSISHandscoredstarterkit(Includesmanual,packageofeachsetofforms):
$241.00
SSISComputerscoredstarterkit(Includesmanual,packageofeachsetofforms,
ASSISTScoringSoftware):$502.20
SSISManual:$101.00
SSISHandScoredForms(Teacher,ParentandStudentformssoldseparately):
$42.75
SSISComputerScoredForms(Teacher,ParentandStudentformssoldseparately):
$52.00
Page85

Measure
SociometricRatingsandNominations
Constructs
Relationshipskills,(LackofRisky,Disruptive/ExternalizingBehaviorsand
InternalizingSymptoms)
Agerange
Preschooltoadolescence
Ratingtype
Peer,Self
Descriptionofmeasure Sociometricmeasurescaptureoverallsocial statusineachgroup;participants

asrelatedtoconstructof classmatesareaskedtonameanunlimitednumberofchildrenwhotheylikea
interest
lotandwhotheydontlikeverymuch.Aswell,toidentifyaggression,theywill
beaskedtonamechildrenwhostartfights,yellandcallotherkidsmean
names,hitandpushotherkids.Topinpointrelationalaggressionthatcanbe
sucharoadblocktoforgiveness(Crick&Grotpeter,1995,1996),theywillname
childrenwhogetevenbykeepingkidstheyaremadatoutoftheirgroupof
friends,telltheirfriendsthattheywillstoplikingthemunlesstheydowhatthey
say,trytokeepcertainkidsfrombeingintheirgroupduringactivityorplay
time,andignoreorstoptalkingtokidstheyaremadat.
Administration
Forpreschoolers,usephotographsofclassmatesandratings(3pointfor
preschoolers;seeDenham&Holt,1993).Forelementaryschoolandolder,use
nominations.Theadministrationtakes20minutesorless,althoughusually<10
minutes;attheelementaryschoollevel,instructionstakeafewminutes,andthe
measurecanbelengthenedto20minutesbytheinclusionofnumerous
nominations.
Preschoolersrequireindividualinterviewadministration,withpropsthatease
explanationofthetask;olderchildrencanbeadministeredsociometricnomination
measuresingroupsettings.
SchonertReichlalsoincludedassessmentsofprosocialbehaviors(cooperatesina
group,someoneyoucantrust,kindtoothers,helpful,understandother
kidspointofview,fair),antisocial/aggressivebehaviors(startsfights,
disruptsthingsinagroup,canttaketeasing,talksbehindotherpeoples
backs),andsociallywithdrawnbehaviors(shy,easytopusharound)in
sociometricmeasures(SchonertReichl,1999).
Scoring
Forratings,findaweightedaverage(e.g.,dislikeweight=1,neutralweight=2,like
weight=3;forkindergartners,use5pointscale)
Fornominations,frequenciesofeachnominationwillbecalculatedforeach
classroomgroupandstandardizedwithingroup.Socialpreference,socialimpact,
overtaggression,andrelationalaggressionscoresforeachparticipantwillbe
calculated(seeDodge&Coie,1987).
Page86
Reliability&
Validity
Manydevelopmentalstudiesinthelasttwodecadessupportthereliabilityand
validityoftheseprocedures.
Strengths
Getsviewoftheseconstructsfromactualsocialpartners.Itisimportanttonote
thatalthoughteacherscantelluswhoiswellacceptedinagroupofpeers,they
arenotgoodreportersonmoreproblematicaspectsofpeerreputation(Landauet
al.,1984).
Weaknesses
Difficultiessometimesexistinconvincingparentsandschoolsystemsthatthese
measurestonotposeharmtochildren.Theyspeculatethattheremayberiskin
involved,inthat:Sociometricsimplicitlysanctionmakingnegativestatements
aboutotherpeople,andmayleadchildrentoviewrejectedchildrenmore
negativelythantheyalreadydo,increasenegativeinteractionswithunpopular
peers,orincreasesalienceofsocialostracisminthepeergroupandthusincrease
childrensunhappiness.
Wecanhappilyreportthatthereisnosupportfortheseworriesinappearsthat
participationinstudiesincludingsociometricmeasuresinvolvenomorerisksthan
everydaysociallife.Researchers(e.g.,BellDolanetal.,1989a,1989b,1992)have
found,followingadministrationofsociometricsmeasures,NOincreaseinnegative
interactionswithunpopularpeers,NOincreaseofsociallywithdrawalinless
acceptedchildren,andNOexpressionofunhappinessorlonelinessafter
participationinstudieswithsociometricmeasures.Mostchildrenappeartoenjoy
consideringsuchissues,whichareparamountinthemindsofelementarystudents
inanycase,donotchangebehavior,andmayinfactbenefitfromdiscussionof
suchissueswithresearchersItispossibletoobtainparallelsocialimpact/social
informationmoreaffirmativelybyaskingchildrenwhotheylikemostandalso
usingsociometricratings(seeAsher&Dodge,1986).
Thismeasureisthegoldstandardofpeercompetencemeasurementduringthe
middlechildhoodperiod.Theconcernsofschoolsystemsandparentsshouldbe
treatedrespectfully;butmuchresearch(aswellasthecommonsense
developmentalnotionthatchildrenduringmiddlechildhoodandearlyadolescence
areconstantlymakingthejudgmentssubsumedwithinsociometricmeasurement,
justmoreinformallythanpresentedinpsychologicalmeasurement).Evenifonly
subsetofdatasitescancollectthesedata,however,wewouldhighlyrecommend
gatheringasmuchsociometricdataaspossible.
Asher,S.R.,&Dodge,K.A.(1986).Identifyingchildrenwhoarerejectedbytheirpeers.Developmental
BellDolan,D.J.,Foster,S.L.,&Christopher,J.M.(1992).Childrensreactionstoparticipatinginapeer
relationsstudy:Child,parent,andteacherreports.ChildStudyJournal,22,136156.
BellDolan,D.J.,Foster,S.L.,&Sikora,D.M.(1989a).Effectsofsociometrictestingonchildrensbehaviorand
lonelinessinschool.DevelopmentalPsychology,25,306311.
BellDolan,D.J.,Foster,S.L.,&Tishelman,A.C.(1989b).Analternativetonegativenominationsociometric
procedures.JournalofClinicalChildPsychology,18,153157.
Page87
Crick,N.R.,&Grotpeter,J.K.(1995).Relationalaggression,gender,andsocialpsychologicaladjustment.
Crick,N.,&Grotpeter(1996).Childrenstreatmentbypeers:Victimsofrelationalandovertaggression.
DevelopmentandPsychopathology,8,367380.
Denham,S.A.,&Holt,R.(1993).Preschoolerspeerstatus:Acauseorconsequenceofbehavior?
Dodge,K.A.,&Coie,J.D.(1987).Socialinformationprocessingfactorsinreactiveandproactiveaggressionin
childrenspeergroups.JournalofPersonalityandSocialPsychology,53,11461158.
Hayvren,M.,&Hymel,S.(1984).Ethicalissuesinsociometrictesting:TheimpactofsociometricMeasureson
interactionbehavior.DevelopmentalPsychology,20,844849.
Landau,S.,Milich,R.,&Whitten,P.(1984).Acomparisonofteacherandpeerassessmentofsocialstatus.
JournalofClinicalChildPsychology,13,4449.
Parkhurst,J.T.,&Asher,S.R.(1992).Peerrejectioninmiddleschool:Subgroupdifferencesinbehavior,
loneliness,andinterpersonalconcerns.DevelopmentalPsychology,28(2),231241.
Ratiner,C.,Weissberg,R.,&Caplan,M.(1986,August).Ethicalconsiderationsinsociometrictesting:The
reactionsofpreadolescentsubjects.Paperpresentedatthe94thannualmeetingoftheAmerican
PsychologicalAssociation,Washington,DC.
SchonertReichl,K.A.(1999).Relationsofpeeracceptance,friendship,adjustment,andsocialbehaviorto
moralreasoningduringearlyadolescence.JournalofEarlyAdolescence,19(2),249279.
Wentzel,K.R.,&Erdley,C.A.(1993).Strategiesformakingfriends:Relationstosocialbehaviorandpeer
acceptanceinearlyadolescence.DevelopmentalPsychology,29(5),819826.
Page88

Measure
AssessmentofChildren'sEmotionSkills(ACES)
Constructs
SocialAwareness
Agerange
Elementary
Ratingtype
Performancebased
Assesseschildren'semotionattributionaccuracyandemotionbiasesin
asrelatedtoconstructof threesectionsthatcoversocialbehaviours,socialsituations,andfacialexpressions.
interest
ACESincludessectionsconcerningsocialbehaviors,socialsituations,andfacial
expressions.
Administration
ACESconsistsofthreesubscales:FacialExpressions,SocialSituations,andSocial
Behaviors.TheFacialExpressionssubscaleassessestheabilitytounderstand
emotionsconveyedthroughotherchildren'sfacialexpressions.
Thesocialbehaviorsandsocialsituationssectionseachcontain15onetothree
sentenceitems.Inresponsetoeachitem,childrenlabeltheprotagonistsfeeling
bychoosinghappy,sad,mad,scared,ornofeeling.Itemsdescribebehaviorsor
situationsassociatedwithemotionarousal.Forexample,theemotionbehavior
itemsrelatedtosadnessreflectlethargicandwithdrawnsomaticresponses,and.,
theemotionsituationitemsrelatedtoangerdescribeeventsinwhichapersonis
blockedfromadesiredgoal.Anadditionalthreevignettesineachsubscaleare
ambiguous,describingbehaviorsorsituationsthatdonotdepictprototypic
emotionbehaviorsorsituations.
Toelicitchildrensattributionbiases,eachsectionalsoincludesthreeadditional
itemsthatdescribesocialbehaviorsorsocialsituationsnotassociatedexclusively
withonediscreteemotion.
Thefacialexpressionssectionincludes26photographsofelementaryaged
childrenposingfacialexpressions.Fourphotographseachcontainhappy,sad,
mad,andafraidfaces.Forthepurposesofelicitingchildrensbiases,anadditional
10photographsareincludedthatcontainamixtureofemotionsignalsanddidnot
receiveconsensusasdepictingaparticularemotionduringpilottesting.
ForallsectionsofACES,itemsarerandomizedwithinblockscontaininghappy,sad,
angry,afraid,andambiguousitems.
Scoring
Theemotionattributionaccuracyscorereflectedhowmanyitemsachild
answeredcorrectlyonthe40itemsforjoy,sadness,anger,andfearacrossthe
threesections~M=29.7,SD54.2).ACESthreesectionsalsojointlyproduce
emotionattributionbiasscores.
Theemotionknowledgescorewascalculatedbydeterminingthenumberof
Page89
correctresponsestohappiness,sadness,anger,andfearitemswithineach
subscale.Then,therawsubscalescoreswerestandardizedbasedonthepresent
samplesothateachsubscalestandardscorehadameanof0andastandard
deviationof1.Finally,eachchild'ssubscalestandardscoreswereaddedtoattain
thetotalemotionknowledgescore.
Reliability
Internalconsistencyisadequateacrossstudies(e.g.,Mavrovelietal.,2009;Schultz
etal.,2004).Inthecurrentstudy,thisscalehadmoderateinternalreliability(a=
.71).Theseitemscoheredmoderatelywell(Cronbachsalpha=.68).
Validity
Mavroelietal.(2009)found thattheACEScorrelatedwellwithtraitemotional
intelligence.
Strengths
Tapsemotionknowledgeintheoreticalcontextofdiscreteemotionstheory,foran
agerangethatneedsagoodmeasurementtool.Psychometricsappearadequate,
andadditionofassessmentofemotionsattributionbiasesisarealplus.
Weaknesses
Notusedasyetinmuchpublishedresearch.
Publisher/Price
Publicdomain,asfarasweknow
Mavroveli,S.,Petrides,K.V.,Sangareau,Y.,&Furnham,A.(2009).Exploringtherelationshipsbetweentrait
emotionalintelligenceandobjectivesocioemotionaloutcomesinchildhood.BritishJournalofEducational
Schultz,D.,Izard,C.E.,&Bear,G.(2004).Childrensemotionprocessing:Relationstoemotionalityand
aggression.DevelopmentandPsychopathology,16,371387.
Page90

Measure
BehavioralandEmotionalRatingScaleSecondEdition:(BERS),ParentRatingScale
(PRS),YouthRatingScale(YRS)
Constructs
SelfAwareness,SocialAwareness,SelfManagement,RelationshipManagement
Agerange
Elementaryandmiddleschool.(PreKthrough12th gradeforteacherandparent
ratingforms.Students11yearsoldandup(5thgradeandolder)cantaketheself
reportscale
Ratingtype
Teacher,Parent,Self
ofinterest
Standardscoresarecalculatedforanoverallstrengthindexandfivesubscales
derivedfromfactoranalysis:(1)interpersonalstrength,whichmeasuresabilityto
controlemotionsandbehaviorinsocialsituations;(2)familyinvolvement,which
measuresparticipationandrelationswiththefamily;(3)intrapersonalstrength,
whichassessesthechildsperceptionofcompetenceandaccomplishment;(4)
schoolfunctioning,whichaddressescompetenceinschoolandclassroomtasks;and
(5)affectivestrength,whichfocusesontheabilitytogiveandreceiveaffect.
Usedasanevaluationmeasure,forplanninginterventionsandservices,andasan
outcomemeasure.
Administration
Rapidassessmentinstrument(RAI)whichis atoolthatcanbecompletedasaself
reportorbyothers(e.g.,classroomteachers,psychologists,socialworkers,
parents).
Typically,theytakelessthan15minutestofinish,arewritteninclearconcise
language,anddonotrequirespecialtrainingtoadministerorscoreRAIsaretime
efficient,nonintrusive,andusefulasplanningandoutcomemeasures.
Ratershouldhavehadregular,dailycontactwiththechildforatleastafewmonths
beforerespondingtotheratingscale.Ratershouldunderstandthetheoretical
basisfortheassessment,beconversantwiththeconstructionofthescale,be
proficientinadministeringtheBERS,haveworkingknowledgeofinterpretingthe
results.
Scoring
52itemsonteacherscale;57itemsonstudentandparentscale.8openended
questionsoneachversionthataskaboutchildacademic,social,athletic,family,and
communitystrengths.5subscalesthatcorrespondtoeachofthe5constructslisted
below.Allitemsareratedonascaleof0to3(0=notatalllikethechild;1=not
muchlikethechild;2=likethechild;3=verymuchlikethechild).Ratersratehow
oftenengagedineachbehavioroverthepastfourweeks.
Assessesbehavioralandemotionalstrengthsofchildren.Definedasthe
measurementofemotionalandbehavioralskillsthatcreateasenseofpersonal
accomplishment,contributetosatisfyingrelationshipswithfamilies,peers,and
adults,enhanceonesabilitytodealwithadversityandstress,promoteones
personal,social,andacademicdevelopment.
Page91
Constructsassessed(notethatnodefinitionweregivenfortheseconstructs):
InterpersonalStrength
FamilyInvolvement
IntrapersonalStrength
SchoolFunctioning
AffectiveStrength
CareerStrength
Reliability
Scoresonallitemsareaddedbyhandtocreateanoverallrawscore.Therating
scalesheetallowsforhandscoringoftheitems.
TheBERS2Strengthindexconvertsrawsubscalescoresintoastandardscorewith
ameanof100andastandarddeviationof15.Normativetablesareprovidedto
convertthesubscalerawscorestopercentileranksandscaledscores.
Hightestretestreliability(atorabove.80)overaoneweekperiod.
Thescalesreliabilityhasbeendeterminedintheareasofinterraterreliability(that
is,theconsistencywithwhichdifferentindividualsratethesamebehavior)
Teacherteacherinterraterreliabilitywas.83.
Parentandteacherinterraterreliabilitywas.54.
Reliabilityfindingsenhancetheconfidencewithwhichpractitionerscanusethe
measureforscreeningdecisionsinwhichthedataisreportedforindividual
students.
Alphacoefficientsforscalesrangedfrom.80to.95.
Validity
ConvergentvaliditywasassessedasparentscompletedthePRSandasecond
measureofperceivedchildfunctioning.Inthesecondstudy,thesixBERS2PRS
subscalesandoverallstrengthindexwerecorrelatedwithcompositescoresfrom
theparentformsoftheSocialSkillsRatingSystem.Correlationsweregenerally
highlypositive.PRSwasalsocorrelatedwithproblemscalesofAchenbachsChild
BehaviorChecklist.
TheBERSconsistentlydemonstratedmoderatetohighcorrelationswith
competenceorientedscalesandmoderatetohighnegativecorrelationswith
deficitorientedscalesacrossdifferentageranges(Epstein,Nordness,Nelson,&
Hertzog,2002).
Todeterminecontentvalidity,asignificantitemdevelopment,selection,and
validationprocesswasfollowed(seeEpstein&Sharma,1998,foramoredetailed
description).Parentsandprofessionalsdevelopedalistofobjectivestatementsthat
weretestedandfoundabletodiscriminatebetweenchildrenwithdevelopmentally
appropriateemotionalandbehavioralstrengths(thatis,childrenwithoutemotional
Page92
andbehavioraldisorders[EBD])andthosewithlesswelldevelopedemotionaland
behavioralstrengths(thatis,childrenwithEBD).
Intermsofdiscriminantvalidity,theBERSadequatelydiscriminatesbetween
studentswithemotionalandbehavioraldisordersandlearningdisabilitiesand
thosewithoutsuchdisabilities.
Strengths
TeacherversionofBERShasexpectedcorrelationswiththeWalker
McConnellScaleofSocialCompetenceandschooladjustmentandother
similarscales.
ParentversionoftheBERShasexpectedcorrelationswiththeSocialSkills
RatingSystemandtheChildBehaviorChecklist.
StudentversionoftheBERShasexpectedcorrelationswiththeSocialSkills
RatingSystem.
TheBERS2PRSappearstobeapsychometricallysound,strengthbasedrapid
assessmentinstrument.
Thetechnicaladequacyhasbeendeterminedwithrespecttotheinstruments
reliabilityandvalidity.
Focusesonstudentsstrengths
Weaknesses
Publisher/Price
Doesnotalignwiththe5SELCoreCompetencies.Items/constructalignmentnot
100%convincing.
Factoranalyseshaveloweigenvaluesforfactors2through5,andconfirmatory
factoranalysiswerenotconductedfortheteacherratingscale.
Noprovisionsforhowtocoordinateresultsfromparent,teacher,andstudent
scales.
Doesnothaveexamplesofhowtouseassessmentresultsforanindividualstudent
assessment.
Cost:BERS2pricesinclude$198.00foranintroductorykit,$70.00foranexaminers
manual,$36.00forteacherratingscales,$36.00forparentratingscales,$36.00for
youthratingscales,and$36.000forsummaryforms.
http://www3.parinc.com/products/product.aspx?Productid=BERS2#
Epstein,M.H.,&Cullinan,D.(1998).Scaleforassessingemotionaldisturbance.Austin:PROED.
Epstein,M.H.,Nordness,P.D.,Nelson,J.R.,&Hertzog,M.(2002).Convergentvalidityofthebehavioraland
emotionratingscalewithprimarygradelevelstudents.TopicsinEarlyChildhoodSpecialEducation,22,114
121.
Epstein,M.H.,&Sharma,H.M.(1998).BehavioralandEmotionalRatingScale:Astrengthbasedapproachto
assessment.Austin,TX:PROED.
Gresham,F.M.,&Elliott,S.N.(1990).TheSocialSkillsRatingSystem.CirclePines,MN:AmericanGuidance
Service.
Mooney,P.,Epstein,M.H.,Ryser,G.,&Pierce,C.D.(2005).Reliabilityandvalidityofthebehavioraland
emotionalratingscalesecondedition:Parentratingscale.Children&Schools,27,147155.
Page93
Measure
BryantEmpathyScaleforChildren
Constructs
SocialAwareness,RelationshipSkills
Agerange
1stgradethroughendofjuniorhigh
Ratingtype
Self
Descriptionof
measureasrelatedto
constructofinterest
Thismeasureofchildren'sdispositionalsympathetictendenciescontains16items
(e.g.,"Ifeelsorryforpeoplewhodon'thavethethingsIhave""Itmakesmesadto
seeakidwithnoonetoplaywith").Othersampleitemsinclude:"Peoplewhokiss
andhuginpublicaresilly,""Seeingaboywhoiscryingmakesmefeellikecrying,"
and"IgetupsetwhenIseeananimalbeinghurt."
Administration
Selfreportquestionnaire,takesabout5 10minutes.Designedforusewith
childreningrades17,thisinstrumentcanbeadministeredusingoneofthree
formats:(a)firstgraders(56yearolds)placecards(oneempathyitempercard)ina
"me"or"notme"box;(b)olderchildren(89yearolds)circle"yes"or"no"in
responsetoeachitem;and(c)seventhgradersuseeithertheyes/noformator
MehrabianandEpstein's9pointscalerangingfrom"verystrongdisagreement"to
"verystrongagreement."
Scoring
Responsesarescoredsothathigherscoresreflectgreaterempathy;sumacross
items,withitalicizeditemnumbersweightednegatively
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22
Reliability
Internalconsistencyisadequate.
Validity
Asforconcurrentvalidity,sympathyhasbeenassociatedwithhighlevelsof
regulation,teacherreportedpositiveemotionalityandgeneralemotionalintensity,
andespeciallyforboys,highsocialfunctioningandlowlevelsofnegative
emotionality(Eisenbergetal.,1996).
Strengths
Centralityofthistraittosocialfunctioning
Publisher/Price
Publicdomain
Bryant,B.K.(1982).Anindexofempathyforchildrenandadolescents.ChildDevelopment,53,413425.
Page94

Measure
Child/Teacher/ParentRatingScale
Constructs
SelfManagement,RelationshipSkills,LackofDisruptiveBehaviorsandInternalizing
Symptoms
Agerange
ElementaryandIntermediateSchool
Ratingtype
Teacher,Parent,Peer,Self
Descriptionof
measureasrelated
toconstructof
interest
Assessesproblembehaviors(actingout,shy/anxiousbehavior,learningproblems),and
socialcompetencies(frustrationtolerance,peersocialskills,assertivesocialskills,task
orientation)intheschoolcontext.
Administration
38itemsforadultversions,24forchildren;takeslessthan20minutestocomplete
(Hightoweretal.,1986,1987).
Scoring
Sumitemsforeachscale.Child,peer,teacher,andparentformsareavailable.
Forparentform:
ActingOutScale=items1,4,7,10,13,16
ShyAnxious=items2,5,8,11,14,17
LearningProblems=items3,6,9,12,15,18
FrustrationTolerance=items19,23,27,31,35
AssertiveSocialSkills=items20,24,28,32,36
TaskOrientation=items21,25,29,33,37
PeerSocialSkills=items22,26,30,34,38
Forchild/peerform:
ActingOutScale=items1,5,9R,13,17R,21
SocialAnxietyScale=items2,6,10,14,18,22
PeerSocialScale=items3,7R,11R,15,19R,23
SchoolInterestScale=items4,8R,12,16,20R,24R
Forbothforms,scores3=YES1=NO
R=recodethereverse1=32=23=1
Page95
Reliability
Validity
Thismeasurehasexcellentinternalandtestretestreliability,aswellasdemonstrated
validity,includingdiscriminationofreferredfromnonreferredchildren,and
convergent/divergentvalidity.
Anymodifications
No,unlesssomesubscalesarenotneeded,suchasproblembehaviorsandtask
orientation.
Strengths
Excellenttheoreticalbasis,goodpsychometrics,quicklycompleted.
Weaknesses
MayberedundantwithSSRS/SSIS
Publisher/Price
Publicdomainasfarasweknow; however,PrimaryMentalHealthProject,Inc.
requeststhatoneobtainpermissionforuse;seehttp://www.childrensinstitute.net/
obtainedfromhttp://vinst.umdnj.edu/VAID/TestReport.asp?Code=CRS
Hightower,A.D.(1986).Theteacherchildratingscale:Abriefobjectivemeasureofelementarychildrens
schoolproblembehaviorsandcompetencies.SchoolPsychologyReview,15,393409.
Hightower,A.D.,Cowen,E.L.,Spinell,A.P.,&Lotyczewski,B.S.(1987).TheChildRatingScale:The
developmentofasocioemotionalselfratingscaleforelementaryschoolchildren.SchoolPsychologyReview,
16,239255.
Page96
Measure
ChildrensEmotionManagementScales:AngerandSadness
Constructs
SelfAwareness,SelfManagement
Agerange
ElementarySchool
Ratingtype
Self
Descriptionof
measureasrelatedto
constructofinterest
Measures:Emotionregulation
The12itemChildrensSadnessManagementScale(CSMS)wasdevelopedtoassess
childrensinhibition,dysregulatedexpression,andcopingwithsadnessexperience
andexpression.(Zemanet.al,2001).
Subscalesinclude:
Coping(e.g.,Istaycalmanddontletsadthingsgettome)
Inhibition:(e.g.,Iholdmysadnessin)
DysregulatedExpression:(e.g.,Iwhine/fussaboutwhatsmakingmesad)
Administration
Selfreport,paperandpencil
Scoring
Childrenrespondtoitemsona3pointscale(1 hardlyever,2sometimes,3
often).
Reliability
Athreefactorsolutionwassupportedwithstronginternalconsistencyforthe
InhibitionscaleandmoderatelystronginternalconsistencyfortheEmotion
RegulationCopingandDysregulatedExpressionscales.(Zemanet.al,2001).
Validity
Validitywasdemonstratedforeachofthethreescalesbyprovidingindicesof
convergentanddiscriminantvaliditywithmeasuresofemotion,psychopathology,
andsocialfunctioningaswellasexaminationofgenderdifferences.(Zemanet.al,
2001).
Strengths
FindingsindicatethattheCSMSprovidesareliableandvalidmeasureofnormative
sadnessmanagement.(Zemanet.al,2001).
TheCSMSwilladdtotheliteraturebyenablingbothresearchersandcliniciansto
assessefficientlychildrensselfreportedmanagementofnormativesadness
experienceandexpression.(Zemanet.al,2001).
Weaknesses
AlthoughtheCSMSrepresentsanimportantfirststepindevelopingamore
comprehensiveprotocolofemotionalcompetencemeasures,ithasseveral
limitations.First,thedatawerecollectedfromacommunitysamplethatlikely
resultedinarestrictedrangeofemotionalfunctioningandsymptomsofemotional
disturbance.Second,therangeofagesusedwassomewhatlimited,although
researchindicatesthatthismeasurecanbeusedsuccessfullywithchildrenfromages
6to14years(e.g.,Shipmanetal.,2000).Third,oneofthepracticalstrengthsofthis
Page97
instrumentisthebrevitythatwasobtained,however,attheexpenseofmorerobust
reliabilityindices.Fourth,thescopeofthisinstrumentissomewhatnarrowandisnot
intendedasaglobalmeasureofemotionalcompetence.Futureresearchshould
buildandexpandupontheconceptsusedinthismeasurewhendevelopingamore
comprehensivebatteryofinstrumentstoassessemotionalcompetence.(Zemanet.
al,2001).
Penza,S.,Zeman,J.,&Shipman,K.(1998,March).Validationoftheemotiondysregulationscaleforchildren
(EDS).PosterpresentedattheConferenceonHumanDevelopment,Mobile,AL.
Shipman,K.,Zeman,J.,Penza,S.,&Champion,K.(2000).Emotionmanagementskillsinsexuallymaltreated
andnonmaltreatedgirls:Adevelopmentalpsychopathologyperspective.DevelopmentandPsychopathology
12,4762.
Zeman,J.,&Shipman,K.(1996).Children'sexpressionofnegativeaffect:Reasonsandmethods.
Zeman,J.,Shipman,K.,PenzaClyve,S.(2001).Developmentandinitialvalidationofthechildrenssadness
managementscale.JournalofNonverbalBehavior,25,187205.
Page98

Measure
DevereuxStudentStrengthsAssessment(DESSA)
Constructs
SelfAwareness,SelfManagement,SocialAwareness,RelationshipSkills,
Agerange
Kindergarten 8th Grade
Ratingtype
Teacher,Parent
interest
Administration
Usedby:schoolpersonnel,socialservicestaff,mentalhealth
professionals.
Versions:Teacherandparentversionsofobservationalratingscaleofthe
student.nostudentselfreport
PurposeoftheAssessment:
o providemeasureofsocialemotionalcompetence
o Identifychildrenatriskofdevelopingsocialandemotional
problems
o Identifyingtheuniquestrengthsofchildrenwhohavesocialand
emotionalconcerns
o Providemeaningfulinformationonchildstrengthsforindividual
serviceplans;facilitateparentprofessionalcollaboration
o Informselectionofinterventionsneedinguniversal,targeted,or
indicatedsupport;Evaluateimpactofprogramsonoutcomesat
childandclassroom/programlevels
o Facilitateprogressmonitoringofchildren,evaluatingchangeover
time
o Serveasaresearchtooltoadvancescienceandsupportpolicy
development
ScaleContents:
o 72items,5ptscaleItemsareratedona5pointscalevaryingfrom
nevertoveryfrequently.
o Ratershowoftenengagedineachbehavioroverthepastfour
weeks.
o SocialandEmotionalCompetenciesabilityofchildrentointeract
withotherchildrenandadultsinawaythatdemonstratesan
awarenessof,abilitytomanageemotions,inanageandcontext
appropriatemanner
o ItemsweregroupedbasedonCASEL5SELcorecompetenciesand
additionaldeliberationamongdevelopers.
o Constructsassessed
Selfawareness(7items),achildsrealisticunderstanding
ofher/hisstrengthsandlimitationsandconsistentdesire
forselfimprovement
Socialawareness(9items),achildscapacitytointeract
withothersinawaythatshowsrespectfortheirideasand
behaviors,recognizesher/hisimpactonthem,anduses
cooperationandtoleranceinsocialsituations
Page99
Selfmanagement(11items),achildssuccessincontrolling
hisorheremotionsandbehaviors,tocompleteataskor
succeedinaneworchallengingsituation
Goaldirectedbehavior(10items)achildsinitiationofand
persistenceincompletingtasksofvaryingdifficulty
Relationshipsskills(9items)achildsconsistent
performanceofsociallyacceptableactionsthatpromote
andmaintainpositiveconnectionswithothers
Personalresponsibility(10items)achildstendencytobe
carefulandreliableinher/hisactionsandincontributionto
groupefforts
Decisionmaking(8items)achildsapproachtoproblem
solvingthatinvolveslearningfromothersandfromher/his
ownperviousexperiences,usingvaluestoguideaction,
andacceptingresponsibilityfordecisions.
Optimisticthinking(7items:achildsattitudeof
confidence,hopefulness,andpositivethinkingregarding
herself/himselfandher/hislifesituationsinthepast,
presentandfuture.
Ratingprocedure:
o Ratersneedtobequalifiedhavesufficientexposuretochildfor
fourweeks,2ormorehoursofthreedaysperweekforfourweek
period.
o Parents,teachersorschoolstaffwhoareinregularcontactwith
student.
o Eachchildisratedoneatatimebyteachers,parents.
Scoring
Reliability
Alphacoefficientsforscalesrangedfrom.82to.98.
Testretestreliability.79.94forparentandteacherrating.
Meanscoresbetweenregulareducationandstudentsclassifiedasseriously
emotionallydisturbedweredifferent.
ScoresontheDESSAcorrelatedwithscoresontheBehavioralandEmotional
RatingScale(BERS)andtheBehavioralAssessmentSystemforChildren(BASC2).
(Nickerson&Fishman,2009).
Validity
Scoringprocedure:
o Eightscalescoresandacompositescore.
o Scoringprocedureshandscored,andpapersurveyhas
procedureforcalculatingthestandardizedscore
InterpretationoftheDESSAattheindividuallevel:reviewthetotalscalescore,
examinetheindividualscalescores,andexaminetheprofileofscalescores.Use
thetscorestodetermineaboveorbelowexpectedscoreforthatscale.
Page100
Strengths
Itutilizesonlystrengthbaseditems,whereasmostratingscaleshavea
largerfocusonclinicallyorienteditems.
TheDESSAalsolendsitselftobeusedwiththegeneralpopulationinTier
1(i.e.,universalscreening)topromotethesocialemotionalwellbeingof
allyouthaswellasformoretargetedandintensiveinterventions.
AnotheradvantagetheDESSAhasoverboththeBASC2andtheBERS2
isthatitisshorterandsimplerbecausethesameformcanbeusedwith
bothparentsandteachers.Thisalsoenablesparentandteacherratingsto
bedirectlycomparedonthesamesetofbehaviors.
Weaknesses
Publisher/Price
PARpricesinclude$217.00forafullkit,and40recordformsfor$44.00.Kaplan
pricesinclude$199.95forafullkit,and40recordformsfor$40.00
Lebuffe,P.,Shapiro,V.,B.,&Naglieri,J.(2008).DevereuxStudentStrengthsAssessment(DESSA).Lewisville,
NC:KaplanEarlyLearningCo.
Nickerson,A.B.,&Fishman,C.(2009)ConvergentanddivergentvalidityoftheDevereuxStudentStrengths
Assessment.SchoolPsychologyQuarterly,24,4859.
Page101

Measure
EmotionExpressionScaleforChildren(EESC)
Constructs
Agerange
Elementarytomiddleschool/adolescence
Ratingtype
Self
Descriptionof
measureasrelatedto
constructofinterest
Measures:Emotionawareness
Construct:Emotionawareness.Assesseschildrensawarenessoftheirownemotions
andtheirabilitytoexpressnegativeemotions.
Selfreportscaledesignedtoexamine2aspectsofdeficientemotionexpression:lack
ofemotionawarenessandlackofmotivationtoexpressnegativeemotion(Penza
Clyve&Zeman2002):
PoorAwarenessScale(e.g.,IhavefeelingsthatIcantfigureout)
ExpressiveReluctance(e.g.,Iprefertokeepmyfeelingstomyself)
Initiallyadaptedfromthe30itemTorontoAlexithymiaScaleforAdults,ameasureof
impoverishedabilitytoexpressemotion.Itemswereadaptedforchildrenbygroup
consensusofclinicalchildgraduatestudentsandpsychologists.
Administration
Selfreport,pencilandpaper
Scoring
Childrenrespondtoitemsusinga5pointLikertscalewithscoresof1(notatall
true),2(alittletrue),4(somewhattrue),and5(extremelytrue)toindicatehowwell
eachitemdescribestheirexperiencewiththeseexpressivedifficulties.Higherscores
indicatepooreremotionawarenessandgreaterreluctancetoexpressemotion
(PenzaClyve&Zeman2002).
Reliability
Usedacommunitysampleof2084thand5thgradechildrenhighinternal
consistencyandmoderatetestretestreliabilityoftheEESC(PenzaClyve&Zeman
2002).
Therewerenosignificantsexdifferencesonthemeanscalescoresorthetotalscore
(PenzaClyve&Zeman2002).
Validity
TheEESCemotionawarenessscalewaspositivelyrelatedtotheinhibitionand
dysregulatedexpressionofsadnessandanger,andnegativelyrelatedtoconstructive
copingwithsadnessandanger(i.e.,themorechildrenviewedthemselvesaslacking
emotionawareness,themoretheywerelikelytoreportinhibitingemotional
expressivity,expressingemotionsinnonconstructiveways,andcopingin
maladaptivewayswhenexperiencingsadnessandanger;PenzaClyve&Zeman
2002).
Page102
TheexpressivereluctancescalecorrelatedpositivelywiththeInhibitionofEmotion
scalesandDysregulatedExpressionscales,indicatingthatthelesswillingchildren
weretoexpressemotion,themoretheyreportedexpressingtheseemotionsin
exaggerated,dysregulatedways.Unliketheemotionawarenessscale,the
expressivereluctancescalewasnotcorrelatedwithsadnessandangerregulation
scales,butwas,however,positivelycorrelatedwithemotionregulationquestionsfor
anger,sadness,andpain(PenzaClyve&Zeman2002).
NosignificantcorrelationswerefoundbetweeneitherEESCscalewithpeerreports
ofaggressionandwithdrawnbehavior.(PenzaClyve&Zeman2002).
BothEESCscalescorrelatedpositivelywithinternalizingsymptommeasures,
includingtheCDI,theSTAIC,andtheCSI(PenzaClyve&Zeman2002).
Strengths
ResultsprovideinitialsupportforconcurrentvalidityfortheEESCscalesevidenced
byrelationswithmeasuresofemotionmanagement(PenzaClyve&Zeman2002).
TheEESCisanimportantadditiontotheemotionandchildclinicalliteraturesasit
mayassistintheassessmentofchildrenwithemotionregulationskilldeficits,who
consequentlymaybeatriskfordevelopingsymptomsofpsychopathology.Thus,the
EESCrepresentsanimportantfirststepindevelopingamorecomprehensive
protocolofemotionregulationmeasures.Uponfurthervalidation,theEESCmaybe
clinicallyusefulwhenincorporatedintoapsychologicalassessmenttolendmore
specificinformationregardingemotionalfunctioningofschoolagechildren(Penza
Clyve&Zeman2002).
Weaknesses
Lackofassociationwithpeerratingsofaggressionandwithdrawnbehavior.
Price
Publicdomain
PenzaClyve,S.&Zeman,J.(2002).Initialvalidationoftheemotionexpressionscaleforchildren(EESC).
JournalofClinicalChildandAdolescentPsychology,31(4),540547.
Note.Formoreassessmentsonemotionalexpression,see:
Izard,C.E.,Libero,D.Z.,Putnam,P.,&Haynes,O.M.(1995).Stabilityofemotionexperiencesandtheir
relationstotraitsofpersonality.JournalofPersonalityandSocialPsychology,64,847860.
Kring,A.M.,Smith,D.A.,&Neale,J.M.(1994).Individualdifferencesindispositionalexpressiveness:
Developmentandvalidationoftheemotionalexpressivityscale.JournalofPersonalityandSocialPsychology,
66,934949.
Tangney,J.P.,Wagner,P.E.,Burggraf,S.A.,Gramzow,R.,&Fletcher,C.(1990).TheTestofSelfConscious
AffectforChildren(TOSCAC).Fairfax,VA:GeorgeMasonUniversity.
Page103

Measure
Feelingsabout School(FAS)
Constructs
Selfawareness,AttachmenttoSchool andTeacher
Agerange
Childreninkindergartenandfirstgrade.Couldprobablybeusedwitholder
children
Ratingtype
Self
Inthismeasure,FASisusedtoassesschildrens:
interest
PerceptionsofTheirCompetenceinMathandLiteracyTheseitemsreflect
thewayachildfeelsabouttheirabilitieswithnumbers,letters,andreading
(i.e.,howgoodtheyarewith,howmuchtheyknowabout,andhowgood
theyareatlearningsomethingnew).
FeelingsAboutTheirTeachers Theseitemsreflecthowachildperceives
theirteachertofeelaboutthemandhowtheyfeelabouttheirteacher(i.e.,
doesntlikeatalltolikesalot).
GeneralAttitudesaboutSchool Theseitemsreflect(i.e.,howtheyfeel
aboutgoingtoschool,howfunthethingstheydoinschoolare,howthey
feelwhentheyareinschool.
Administration
Individualassessment
Scoring
Scoresforeachreactionstyleareaveragedacrossitems,asfollows:
15Likerttypescales
Reliability
Forkindergartners, valueswere.68formath,.61forliteracy,.52forattitudes
towardschool,.74forrelationshipwithteacher.
Forfirstgraders,valueswere.63formath,.74forliteracy,.59forattitudes
towardschool,.79forrelationshipwithteacher.
Validity
Fourfactorswereextracted:
Perceivedcompetenceinmath
Perceivedcompetenceinliteracy
Childrensfeelingsabouttheirrelationshipwiththeteacher
Childrensgeneralattitudestowardschool
Page104
Strengths
DemonstratedreliabilityandvalidityoftheFASscalewithselfsystemstheory.
Weaknesses
Nonenoted;Perhapsmodifytosuitearlychildhood
Publisher/Price
Publicdomain
Valeski,T.&Stipek,D.(2001).Youngchildrensfeelingsaboutschool.ChildDevelopment,72,11981213.
Page105

Measure
FriendshipQualityQuestionnaire
Constructs
Relationshipskills
Agerange
Middlechildhood
Ratingtype
Peer,Self
interest
Dyadicrelationships,aswellasoverallpeergroupacceptance,arecrucial
duringmiddlechildhood,continuingintoadolescence.Onthismeasure(FQQ),
childrenreporton6featuresoftheirfriendships:(a)
companionship/recreation;(b)help/guidance;(c)validation/caring;(d)intimate
exchange;(e)conflict/betrayal;and(f)conflictresolution.
Individualorgroup;takesabout20 25minutes
Sumratingsforeachsubscale,asfollows:
ValidationScale=items4,5,6,8,10,12,13,15,30,41
ConflictResolutionScale=items11,26,35
ConflictandBetrayalScale=items3,9,20,21,27,31,37
HelpandGuidanceScale=items17,18,24,28,32,33,34,36,39
CompanionshipandrecreationScale=items2,7,19,22,23
IntimateExchangeScale=items14,16,25,29,38,40
Note.ThesearefactorstructurefoundbyParker&Asher(1993)Asherand
Rose(1999a)raisethepossibilityofusingonlytwoscales,positiveand
negative.
Mean=.83,withsupportforthesixsubscalesandgoodtestretestreliability.
Administration
Scoring
Reliability
Validity
Anumberofindicatorsofvalidityhavebeenidentifiede.g.,partners
perceptionsoffriendshiparerelated,andacceptedchildrendescribe
friendshipsmorepositively.
AnymodificationsforNCS?
Strengths
Weaknesses
No
Wellconstructed,goodpsychometrics,interestingforchildrenthemselves
Equivocalfactorstructurecouldbeseenasaweakness.
Publisher/Price
Parker,J.G.,&Asher,S.R.(1993).Friendshipandfriendshipqualityinmiddlechildhood:Linkswithpeer
groupacceptanceandfeelingsoflonelinessandsocialdissatisfaction.DevelopmentalPsychology,29,611621
Rose,AmandaJ.&Asher,StevenR.(1999).Children'sgoalsandstrategiesinresponsetoconflictswithina
friendship.DevelopmentalPsychology.35,6979.
Page106

Measure
HowIFeelScale
Constructs
Agerange
MiddleChildhood
Ratingtype
Self
Descriptionof
Measureasrelated
toconstructof
interest
30itemselfreportmeasureofemotionfor8 to12yearoldchildrentheHowIFeel
(HIF).Itemgenerationandselectionoccurredvia2pilotadministrations(ns=250and
378,respectively).
TheHIFcanbeusefulinunderstandingtheinterplaybetweenarousalandcontrolin
socialemotionaladjustmentinschoolagechildren.
Threescalesareincluded:
PositiveEmotions(e.g.,Ifeelhappyveryoften)
NegativeEmotion(e.g.,WhenIfeltsad,mysadfeelingsareverystrong)
EmotionControl(e.g.,:IwasincontrolofhowoftenIfeltmad)
Administration
Selfreportquestionnaire,takesabout15 20minutes.
Scoring
Sumlikertratingsforscales.
Reliability
Resultsshowedmoderatelongitudinalstabilityfor120childrenover2years.
Validity
Tenexpertsprovideddataoncontentvalidity.Exploratoryfactoranalysisand
subsequentconfirmatoryfactoranalysiswithsamplesof406,524,349,and3493rd
through6thgradechildrensupporteda3factormodel,includingthefrequencyand
intensityof(a)positiveemotion,(b)negativeemotion,and(c)positiveandnegative
emotioncontrol.Concurrentvaliditywasestablished.
Strengths
Excellentpsychometricstudy
Weaknesses
Nonenoted
Publisher/Price
Walden,T.A.Harris,V.S.,Catron,T.F.(2003).HowIFeel:Aselfreportmeasureofemotionalarousaland
regulationforchildren.PsychologicalAssessment.15,399412.
Page107

Measure
KatzGottmanRegulationScale
Constructs
SelfManagement
Agerange
MiddleChildhood
Ratingtype
Parent
Descriptionof
measureasrelated
toconstructof
interest
Parentscompletethis45itemquestionnaire,whichasksthemtoreportthedegreeto
whichthechildrequiresexternalregulationofemotionsandbehaviorbyadults.
QuestionsrefertoUpRegulation(e.g.,Encouragehim/hertobeadventurous)and
DownRegulation(e.g.,Bestill,Helphim/hercalmdownafterascarymovie).
Administration
Questionnaire;takesapproximately20minutes
Scoring
SumLikertratingsforsubscales,asfollows:
UpRegulation=17,25,26,30,32,35,36,37,38,39,41,44,45
DownRegulation=1,3,4,5,6,8,9,10,14,15,18,19,29,21,22,23,24,27,28,29,
31,34,40,42
TotalRegulation=allscores
Reliability
Validity
Katzreportsthatpsychometricsareadequatetogood;inGottmanandKatz(2002),
alphaforthescalewas.74.Intermsofvalidity,regulationscoresatage8were
predictedbypreschoolagedphysiologicalindices,andmediatedbychildrens
concurrentabilitytomaintaincalmduringastressfulparentchildinteraction.
Strengths
Theoreticallysound,examinesupregulationasisneededinreallyunderstanding
emotionregulationandishardlyeverdone.
Weaknesses
Relativelylittlepsychometricdataasyet
Publisher/Price
Gottman,J.M.,&Katz,L.F.(2002).Childrensemotionalreactionstostressfulparentchildinteractions:The
linkbetweenemotionregulationandvagaltone.Marriage&FamilyReview,34,265283.
Page108

Measure
KuschAffectInterview Revised
Constructs
SelfandSocialAwareness
Agerange
ElementarySchool
Ratingtype
Other
Descriptionof
measureasrelated
toconstructof
interest
Thismeasureassessesnotonlythedepthofearlierattainedemotionunderstanding,
butalsoextendsthisunderstandingtomorecomplicatedemotions(e.g.,pride,guilt,
jealousy,andanxiety),andtapsnewaspectsofemotionunderstanding,suchas
emotionalexperience,cuesforemotion,ambivalentfeelings,displayrules,temporal
aspectsofemotions,andtheuniversality/normativenatureofemotion.
Administration
Individuallyadministeredinterview;takesaboutamaximumof30minutesto1hour
fortheentireinterview,audiotaped,fortheoldestchildren.
Scoring
Seeattachedscoringsheet.
Reliability
Cooketal.(1994)andGreenbergetal.(1995)havereportedexcellentreliabilityand
validity;e.g.,resultsfromtheKAIarepredictiveofinterventionsuccess,andof
behavioralproblemsoverandaboveintellectualability.Testretestandinternal
consistencyreliabilitiesareadequatetogood(Greenberg,personalcommunication).
Validity
Cooketal.(1994)andGreenbergetal.(1995)havereportedexcellentvalidity;e.g.,
resultsfromtheKAIarepredictiveofinterventionsuccess,andofbehavioralproblems
overandaboveintellectualability.
Anymodifications
Selectedsubtestscouldbeusedifdeterminedmostimportant.
Strengths
Excellentcoverage
Weaknesses
Needstobecoded,whichmeanssometrainingisneeded,andtranscripts/tapesmust
beused.
Publisher/Price
Publicdomainasfarasweknow;checkwithMarkGreenbergatPennState.
Cook,E.T.,Greenberg,M.T.,&Kusch,C.A.(1994).Therelationsbetweenemotionalunderstanding,
intellectualfunctioning,anddisruptivebehaviorproblemsinelementaryschoolagedchildren.Journalof
AbnormalChildPsychology,22,205219.
Greenberg,M.T.,Kusch,C.A.,Cook,E.T.,&Quamma,J.P.(1995).Promotingemotionalcompetencein
schoolagedchildren:TheeffectsofthePATHScurriculum.Development&Psychopathology,7,117136.
Page109
Note.TheKuschEmotionalInventory(KEI;.Kusch,1984)canbeusedtomeasurechildrensemotional
knowledgewithoutcodingissues.Itassesseschildrensabilitytorecognizeemotionlanguage,concepts,and
visualcues.Ingrouporoneononeinterviews,theassessordisplaysapagecontainingfourdrawingsof
childrenexperiencingdifferentemotionsasindicatedbyfacialexpression,bodyposture,andsituation.The
assessorthenaskswhichpictureshowsachildwhofeelsaparticularemotion(i.e.,love,fear,etc).The
assessorrepeatsthisprocess30timesforavarietyofemotions.Childrenreceiveonepointforcorrect
identificationofanemotionandonepointforcorrectidentificationofitsvalence.ChildrensKEIscoresare
representedbythepercentageofcorrectresponses.TheKEItakesapproximately20minutestocomplete,
andhasbeenusedinavarietyofstudiesinvolvingpreschoolandkindergartenchildren(Cortes,2002;Kusch,
1984).ReliabilityoftheKEIwasgood(testretest.82.85)andcontentaswellasconcurrentvaliditywithother
measureswassufficient(.36to.49).
Kusch,C.A.(1984).Theunderstandingofemotionalconceptsbydeafchildren:Anassessmentofanaffective
curriculum.Unpublisheddissertation,UniversityofWashington.
Page110

Measure
MeasureofProsocialandAggressiveBehavior
Constructs
RelationshipSkills,Responsibledecisionmaking,(Risky,Disruptive/Externalizing
Behaviors)
Agerange
Elementaryschool
Ratingtype
Teacher,Parent,Peer,Self
Descriptionof
measureasrelatedto
constructofinterest
Physicalandverbalaggressionisa20itemscale(e.g.,1threatenothers,Igetinto
fights)withfivecontrolitems.Targetitemsofferadescriptionofachildsbehavior
aimedathurtingothersphysicallyandverbally(Pastorelliet.al.1997).
Prosocialbehaviorwasassessedby10itemsintermsofhelpfulness,sharing,
kindness,andcooperativeness(e.g.,Itrytohelpothers)(Caprara&Pastorelli,
1993).
.Administration
Self,teacher,parent,andpeerreport
Teachersratechildrenforphysicalandverbalaggressionandprosocialbehavior
usingthescalesadministeredtothechildren,butshortenedtosixitemseachand
castinathirdpersonformat.Mothersalsoratedthefrequencywithwhichtheir
childrenexhibitedprosocialandaggressiveformsofbehavior,usingthesamesetof
scalesasadministeredtothechildren.(Banduraet.al.1996;Caprara&Pastorelli
1993).
Scoring
Answerformat:often,3;sometimes,2;never,1,summedforeachscale
Controlitemsthatdonotcontributetothetotalscore(Pastorelliet.al.1997)
Reliability
Forallreportersscores,exceptforanalphaof.61forpeerratingsofprosocial
behavior,thereliabilitycoefficientsforthefoursourcesofdata(self,parents,
teachers,peers)acrossthetwoeducationallevelsforaggressivenessand
prosocialnesswerevirtuallyallinthe.80sand.90s.(Banduraet.al.1996;Caprara&
Pastorelli1993).
Validity
Convergentanddiscriminantvalidityhavebeendemonstratedinamultinational
study.(Pastorelliet.al.1997).
Concurrentvalidityofthesemeasureshasbeencorroboratedinstudiesrelating
children'sratingsoftheirbehaviortolevelofprosocialnessandaggressivenessas
ratedbyparentsandteachersandbypeers'sociometricnominations(Banduraet.al.
1996),andbycorrelationswithmoraldisengagement.
Strengths
Excellentpsychometricproperties
Shortscales
Page111
Appearstobeanexcellentwaytogetconverginginformationondistaloutcomes
Weaknesses
Nonenoted
Publisher/Price
Publicdomain
Bandura,A.,Barbaranelli,C.,Caprara,G.V.,&Pastorelli,C.(1996a).Mechanismsofmoraldisengagementin
theexerciseofmoralagency.JournalofPersonalityandSocialPsychology,71,364374.
Caprara,G.V.&Pastorelli,C.(1993).Earlyemotionalinstability,prosocialbehaviorandaggression:Some
methodologicalaspects.EuropeanJournalofPersonality,7,1936.
Pastorelli,C.,Barbaranelli,C.,Cermak,I.,Rozsa,S.,&Caprar,G.V.(1997).Measuringemotionalinstability,
prosocialbehaviorandaggressioninpreadolescents:Acrossnationalstudy.PersonalityandIndividual
Differences,23(4)),6911703.
Page112
Measure
MultidimensionalSelfConceptScale(MSCS)
Constructs
SelfPerception
Agerange
9to19years(Wilson,1998,suggestscanbeextendeddownwardto3rdand4th
graders)
Ratingtype
Self
Descriptionof
measureasrelated
toconstructof
interest
TheMSCSisdesignedtomeasuremultiplecontextdependentdimensionsofself
concept.Selfconcepthereisviewedasamultidimensionalbehavioralconstruct
(Degulach,1992),andtheMSCSmeasuressixcontextualdomainsinsixscalesof25
itemseach:
Socialcompetencerelatedtointeractionswithothers
Success/failureinattainmentofgoals
Recognitionofaffectivebehaviors
Academicachievementandcompetenceinotherschoolrelatedactivities
Competencerelatedtointeractionswithfamilymembers
Physicalattractivenessandprowess
Administration
150items,4pointLikertscaleformat;typicaltimeforcompletionis30minutes.Canbe
administeredingroupsorindividually.
Scoring
SummedLikertscalesforeachcomponentasonanswersheet;manualreflectsage
norms.
Reliability
Internalconsistencyrangesfrom.97to.99forfullscaleand.85to.97forsubscales.
Validity
Evidenceofcontentandconstructvalidity(Bracken,1992;Degulach,1992).Concurrent
validitywithfourotherselfconceptmeasuresbetween.73and.83.
Predictive/concurrentvaliditywithsociometricgroupsalsofound(Jackson&Bracken,
1998).
Strengths
Rigorousandextensivepsychometrictesting.Usefulforbothclinicalandresearch
applications.Subscalessolidlylinkedtoawellestablishedtheoreticalframework.
Weaknesses
Nonenoted.
Publisher/Price
PublishedbyProEd,Inc.
CompleteKit$97.00.50extrascoringsheets$51.00
Bracken,B.(1992).MultidimensionalSelfConceptScale.Austin,TX:ProEd.
Page113
Delugach,RR.(1992).Selfconcept:Multidimensionalconstructexploration.PsychologyintheSchools,29,
213223.
Jackson,L.D.Bracken,B.A.(1998).Relationshipbetweenstudents'socialstatusandglobaldomainspecific
selfconcepts.JournalofSchoolPsychology,36,233246.
Wilson,P.L(1998).MultidimensionalSelfConceptScale:Anexaminationofgrade,race,andgender
differencesinthirdthroughsixthgradestudents'selfconcepts.PsychologyintheSchools,35,317326.
Page114

Measure
RelationshipQuestionnaire(RelQ)
Constructs
SelfAwareness,SocialAwareness,RelationshipSkills,Responsibledecision making
Agerange
InSchultz,Selman& LaRussos2003study,4th 12th graders;couldbeusedwith

somewhatyoungerchildren
Ratingtype
Self
Descriptionof
measureasrelatedto
constructofinterest
Designedfortheevaluationofschoolbasedcharactereducationprograms
Multiplechoicemeasureofpsychosocialmaturityderivedfromdevelopmental
theorythatidentifiesthecapacitytodifferentiateandcoordinatethesocial
perspectivesofselfandothertobecentraltotreatingotherpeopleinrespectful
andethicalways.Itemsinthemeasureposedilemmascommonsocialsituations
withpeersoradults.
Usesamodelofrelationshipawarenessthatincludes3socialcognitiveconstructs
whichare:1)interpersonalunderstandingorsocialreasoning2)interpersonal
negotiationstrategiesorconflictresolutioninthoughtandactionand3)awareness
ofthepersonalmeaningofrelationships.
Relationshipframework,indescribinghowsocialcognitivecapacitiesunderlie
socialinteractionanddevelopment,addressesacommoncritiqueofcognitive
developmentalapproachestosociomoralresearch:thatthereislittlerelation
betweenthedevelopmentofsocialcognitionandrealworldaction.
Administration
Groupadministration
Scoring
24questionscomprising5scales:understandingofinterpersonalrelationships(6
questions),perspectivetaking(4questions),hypotheticalinterpersonalnegotiation
(4questions),reallifeinterpersonalnegotiation(4questions),andawarenessof
personalmeaning(6questions)
2RelQscalesrepresentinterpersonalunderstanding(understandingand
perspectivetaking,twoscalesrepresentinterpersonalskills(hypotheticalandreal
lifeinterpersonalnegotiation)andthefifthRelQscalerepresentsthethird
competency,(inter)personalmeaningawareness.
Page115
Thequestionsonthemeasureeachhavefourmultiplechoiceresponses,which
representpointsinthecontinuumonfourtheoreticallevelsinthecoordinationof
socialperspectives,rangingfromegocentric(Level0)tounilateral(Level1)to
reciprocal(Level2)tomutual(level3).
Forexample,inthehypotheticalnegotiationquestions,asituationinvolvinga
conflictbetweenaparticularprotagonistandanotherperson(eitheranadultor
peer)inpresented,followedbyfouractionstheprotagonistcouldtaketorespond
tothedisequilibrium.
SubjectsrateeachmultiplechoiceresponseonafourpointLikertscale(poor,
averageorOK,good,excellent),thenchoosethebestresponseofthefour
responses.
ThismethodyieldstwoRelQscoresfromeachitem(andforeachscale):a
responseratingscore,basedonstudentsseparateratingsofthefourmultiple
choiceresponses,andabestresponsescorebasedonwhichresponsethey
chooseasbest.
BestresponsescoresforeachofthefiveRelQsubscales(socialperspective
coordination,interpersonalunderstanding,hypotheticalandreallifenegotiation,
andpersonalmeaningawareness)arecomputedbyaveragingthebestresponse
scoresforeachquestioninthatdomain.
Similarly,theresponseratingsubscalescoresarecomputedbyaveragingthe
responseratingscoresforeachquestioninthatsubscale.
Theoverallbestresponseandresponseratingscoresarecomputedbyaveraging
thefivesubscalescores.Becauseboththebestresponseandresponserating
scoreshavesimilardevelopmentallevelmetrics,theycanbeaveragedintoa
compositescoreforeachsubscale,andthenintooneoverallpsychosocialmaturity
score.
Reliability
TherelativelylowinternalconsistencyreliabilitiesattheRelQsubscalelevelinthe
Schultz,Selman&LaRussostudy(2003)seemtospeakmoretothecontextual
natureoftheconstructsbeingmeasuredthantotheRelQsmeasurementofthe
constructs.
Thehighreliabilityoftheoverallscorereflectsthedeepstructureofsocial
perspectivecoordinationuponwhichthedevelopmentallevelsofeachofthe
psychosocialcompetencies(i.e.,thesubscales)arebased.
Validity
IntheSchultz,Selman&LaRussostudy(2003),themoderateeffectsizeofthe
correlationoflevelormoraljudgmentwithallfivepsychosocialcompetencyscales
suggeststhatthemeasuresshareadevelopmentalorientationbutassessseparate
constructs,supportingtheRelQsvalidity.
Page116
Strengths
Thisevaluationmeasurecanassessmaturepsychosocialchoiceduetoeither
developmentorsocialization(includingschoolclimate)andcanhelpclarifythe
extenttowhichcharactereducationprogramsnotonlyteachsocialawarenessand
interpersonalskillsbutalsoengagestudentsinpersonallymeaningfulways.
Showssensitivitytogroupdifferencesbasedondifferentialsocialization,with
significantdifferencesinmeanpsychosocialmaturitybetweenschools.
TheRelQcanassesstransformational(formal)change,orqualitativechangein
form,pattern,ororganization,whereasothersocialskillinstrumentsmeasureonly
variation(functional)change,ortheextentthatwhatischangingvariesfroman
assumedstandardinaquantitativesense.
TheRelQsassessmentoftransformationalchangeinsocialmaturityprovidesa
uniquetoolforevaluatingprogramsthataimtopromotecharacterdevelopment
ratherthanbetterbehavior.
ThemultiplechoicemethodologyoftheRelQseemstobeavalidassessmentof
psychosocialmaturityinindividualsandgroups(ifsubjectsattendtothetask
carefully).
Weaknesses
Difficultconceptualizationandpotentiallydifficultscoring
Publisher/Price
Schultz,L.H.,Barr,D.J.,&Selman,R.L.(2001).Thevalueofadevelopmentalapproachtoevaluatingcharacter
developmentprogrammes:AnoutcomestudyofFacingHistoryandOurselves.JournalofMoralEducation,
30,327.
Schultz,L.H.&Selman,R.L.(2000)Themeaningandmeasurementofsocialcompetencefroma
developmentalperspective,WorkingPaper153(NewYork,RussellSageFoundation).
Schultz,L.H.&Selman,R.L.(2004).Thedevelopmentofpsychosocialmaturityinyoungchildren:AMeasure
forevaluatingcharactereducationprograms.JournalofResearchinCharacterEducation,2,1987.
Schultz,L.H.,Selman,R.L.,&LaRusso,M.D.(2003).Theassessmentofpsychosocialmaturityinchildrenand
adolescents:Implicationsfortheevaluationofschoolbasedcharactereducationprograms.Journalof
ResearchinCharacterEducation,1,6787.
Page117

Measure
ResiliencyInventory
Constructs
SelfAwareness,SelfManagement,SocialAwareness,RelationshipSkills
Agerange
Adolescence,althoughithasbeenusedsuccessfullywithchildrenasyoungas4th
grade
Ratingtype
Self
ofinterest
AdaptedfromtheResilienceInventory(Noam&Goldstein,1998),a44item
measureofadolescenceresilience.(Song2003)
Tapsvariousdomainsofresilience:
TheOptimism(OP)subscaleconcernstherespondentspositiveperspective
ontheworldandthefuture.
TheSelfEfficacy(SE)subscaleconcernsconfidenceintherespondents
abilitytodealwithsituationsorthingseffectively.Onewhoscoreshighon
thissubscalecanthinkofasituationfromdifferentperspectivesand
evaluatealternativeactionstodealwithitmoreefficiently.
TheRelationshipswithAdults(RA)subscaleconcernssupportfromand
perceptionsofadults.Researchsuggeststhatevenonesupportivefigure
outsideofthefamilycanmakechildrenandadolescentsfeeltheyarespecial
andimportant,therebymakingthemmorecapableofhandlingstressors.
ThePeerRelationships(PR)subscalecentersontherespondents
relationshipwithfriends.Apersonwhoscoreshighonthisfactorislikelyto
bepopularamongfriendsandhavefunwiththem,thushavinganactive
sociallife.Qualityofpeerrelationshipsisreportedtoplayanimportantrole
incompetenceinchildhoodandadolescence.
TheInterpersonalSensitivity(IS)subscaleconcernstherespondents
initiativetohelpothersandimproveonessurroundings.Resilientchildren
areempathicoftheneedsofothersandwillingtocareforthem.Aperson
whoscoreshighonthissubscaletakestheinitiativetohelpothersandis
sensitivetoothersfeelings.
TheEmotionalControl(EC)subscaleconcernstherespondentsabilityto
controlhimselforherselfemotionally.Apersonwhoscoreshighonthis
factorisnotlikelytobeagitatedbyatriggeringsituationbutislikelyto
endureandbepatient.
Administration
Participantsareaskedtoindicatedhowwelleachitemdescribesthem,usinga5
pointLikerttyperesponsescale(1=alwaysfalse,2=usuallyfalse,3=halfthetime
true,halfthetimefalse,4=usuallytrue,5=alwaystrue).Attheend,11open
endedquestionsareincludedwiththeaimofprovidingresponsesthatwould
permitfurtherrefinementofthemeasure.(Song2003)
Scoring
1to5pointscale,alwaysfalsetoalwaystrue
Page118
Reliability
Estimatesoftheinternalconsistencyreliabilityforthesixsubscalesrangedfrom.61
to.81,withtestretestreliabilityestimatesrangingfrom.57to.79.(Song2003).
Validity
Constructvalidity/discriminantvaliditywassupportedby(a)positivecorrelations
withmeasuresofselfesteem,locusofcontrol,socialsupportand(b)anegative
correlationwithameasureofhopelessness.(Song2003).
Criterionrelatedvaliditywassupportedby(a)positivecorrelationswithteacher
ratingsofstudentsresilience;and(b)negativecorrelationswithselfreport
symptomoutcomes.(Song2003)
Strengths
TheoriginalRIwasdevelopedwiththeaimofbecomingacrossculturallysensitive
andpsychometricallysoundmeasureofadolescenceresilience.Asawhole,the
resultsfromthepresentstudysuccessfullydemonstratedthatthisadaptationisa
reliableandvalidmeasureintheKoreancontext(Song2003).Althoughthereare
importantculturaldifferencesinitemresponsepatternsacrossculturalgroups,
factorialinvariancewasalsofoundinKoreanandAmericanyoungadolescent
samples.
Weaknesses
Stillindevelopmentbutverypromisingtogetatspecificdistaloutcomesofinterest.
Price
Publicdomain
Noam,G.G.,&Goldstein,L.S.(1998).TheResiliencyInventory.UnpublishedManuscript.
Song,M.(2003).Twostudiesontheresilienceinventory(RI):Towardthegoalofcreatingaculturallysensitive
measureofadolescenceresilience.UnpublishedDoctorialdissertations,HarvardUniversity.
Page119
Section3:AcademicrelatedSELCompetencies
Thissectionincludesmeasuresonthefollowingshorttermstudentoutcomes(seeTable4):
Lackofinternalizingbehavior
Lackofexternalizingbehavior
Schoolengagement(e.g.,socialconnectionsintheclassroom,classroomparticipation,academic
motivation),ascapturedinthefollowing
o FeelingsaboutSchool
AcademicCompetence(e.g.,GPA,achievementtestscores)
Table4summarizesthefollowingmeasures.Measuresincludedareexcellentexemplarsoftheircore
construct;althoughsomeassessmenttoolsmaybeomitted,thesewerejudgedtofocusontheareasofSEL
outcomesthatrequirefocusedattention.
Page120
Table4.ShorttermStudentOutcomes:BehaviorProblems,FeelingsAboutSchool,andAcademicCompetencies*
School/Grade
Level
FeelingsaboutSchool
AcademicCompetencies
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other
(e.g.,interview)
RatingType
Externalizing/Internalizing
BehaviorProblems
ShorttermStudent
Outcomes
TheDevereuxEarlyChildhoodAssessment(DECA,see
alsoTable3forplacementincompendium)
PreschoolLearningBehaviorsScale(PLBS)
SocialCompetenceandBehaviorEvaluation(seealso
Table3forplacementincompendium)
BehaviorAssessmentSystemForChildren,Second
Edition(BASC2,seealsoTable3forplacementin
compendium)
ChildBehaviorChecklist(CBCL)andTeacherReport
Form(TRF)
SociometricRatingsandNominations(seealsoTable3
forplacementincompendium)
SocialSkillsRatingSystem,SocialSkillsImprovement
System(seealsoTable3forplacementincompendium)
ScaleName
* GreyedcellsindicateSELcorecompetencyassessed,agelevel,orratingtype.
Page121

School/Grade
Level
FeelingsaboutSchool
Preschool
ElementarySchool
Teacher
Parent
Peer
Self
Observational
Performancebased
Other
(e.g.,interview)
RatingType
Externalizing/Internalizing
BehaviorProblems
ShorttermStudent
Outcomes
TheTeacherRatingScaleofSchoolAdjustment(TRSSA)
Child/Teacher/ParentRatingScale(seealsoTable3for
placementincompendium)
FeelingsAboutSchool(FAS)(seealsoTable3for
LearningBehaviorsScale
RevisedChildrensManifestAnxietyScale(RCMAS)
ProsocialandAggressiveBehavior(seealsoTable3for
SenseOfClassroomasaCommunityScaleFeelings
AboutMyClassroom
ScaleName
Page122
Measure
PreschoolLearningBehaviorsScale(PLBS)
Constructs
Agerange
Preschool
Ratingtype
Teacher
Descriptionofmeasureas TeachersratechildrensapproachestolearningusingthePLBS(PLBS;McDermott,
Leigh,&Perry,2002).
interest
Ingeneral,contentfocusesonattentiveness,responsestonoveltyandcorrection,
observedproblemsolvingstrategy,flexibility,reflectivity,initiative,selfdirection,
andcooperativelearning.
Administration
29itemteacherbehaviorratinginstrumentassessingpreschoolchildrens
approachestolearning.
Scoring
Teacherratedchildrensspecificobservablebehaviorsthatoccurredduring
classroomlearningactivitiesovertheprevioustwomonthsona3pointLikert
scale.
Theinstrumentyieldsthreereliablelearningbehaviordimensions:(a)
competencemotivation(i.e.,reluctanttotackleanewactivity);(b)
attention/persistence(i.e.,trieshard,butconcentrationsoonfadesand
performancedeteriorates);and(c)attitudestowardlearning(i.e.,doesn'tachieve
anythingconstructivewheninasulkymood).
Reliability
Highinternalconsistencyestimatesfromanationalstandardizationsamplewere
foundforthethreelearningbehaviordimensions(=.87,.88,and.78,
respectively).
Inthecurrentstudy,thePLBSdemonstratedadequateinternalconsistency(=
.79to.89).
Validity
Strengths
Multimethod,multisourcevalidityanalysesfurthersubstantiatedthePLBS
dimensionsforpreschoolchildren,andreliabilityestimatesweresimilarforboth
WhiteandnonWhiteportionsofthesample(Fantuzzo,Perry&McDermott,
2004).
LackofobservereffectsindicatethatPLBSassessmentsaregrounded
primarilyindistinguishingchildfeaturesratherthanidiosyncraticobserver
responses.
ThePLBSoffersastructuredandreliableapproachtounderstandingearly
learningbehaviors.
Italsoisconvenientfromtheteachersperspectiveandunobtrusivefrom
thechilds.
Page123
Weaknesses
Publisher/Price
PleasecontactDr.PaulMcDermott,GraduateSchoolofEducation,Universityof
Pennsylvania,3700WalnutStreet,Philadelphia,PA19104,
andreamc@voicenet.com
Fantuzzo,J.,Perry,M.A.,&McDermott,P.(2004).PreschoolApproachestoLearningandTheirRelationshipto
OtherRelevantClassroomCompetenciesforLowIncomeChildren.SchoolPsychologyQuarterly,19(3),
212230.
McDermott,P.A.,Leigh,N.M.,&Perry,M.A.(2002).DevelopmentandvalidationofthePreschoolLearning
BehaviorsScale.PsychologyintheSchools,39,353365.
Page124

Measure
ChildBehaviorChecklist(CBCL)andTeacherReportForm(TRF)
Constructs
SelfManagement,Responsibledecisionmaking,(LackofRisky,
Disruptive/ExternalizingandInternalizingSymptoms)
Agerange
Ages418
Ratingtype
Teacher,Parent
Descriptionofmeasure TheCBCLisa100itemparentreportmeasureusedtoassessproblembehaviorsin
asrelatedtoconstruct youngchildren.TheCBCLprovidesatotalproblembehaviorscore,twobroadband
ofinterest
scoresforinternalizingandexternalizingbehaviors,andsevenspecificsyndrome
scores(emotionallyreactive,anxiousdepressed,somaticcomplaints,withdrawn,
sleepproblems,attentionproblems,aggressivebehavior).
TheCTRFisalsoa100itemmeasureandiscompletedbyteachersorcaregivers.
LiketheCBCL,theCTRFisusedtoassessproblembehaviorsandyieldsatotal
problembehaviorscore,twobroadbandscoresforinternalizingandexternalizing
behaviors,andspecificsyndromescores.TheCTRFexcludessleepproblems,to
includeonlysixspecificsyndromescores.
TheclinicalscalescontainaTotalProblemsscore,twobroadbanddimensions
(InternalizingProblemsandExternalizingProblems),andeightempiricallyvalidated
syndromes(AggressiveBehavior,DelinquentBehavior,Withdrawn,Somatic
Complaints,Anxious/Depressed,AttentionProblems,SocialProblems,andThought
Problems).
Administration
ParentReport,TeacherReport
Scoring
Asksraterstomakeratingsfrom0to2dependingontheextenttowhicha
particularstatementdescribestheiryouth:0=nottrue,1=somewhator
sometimestrue,and2=verytrueoroftentrue.
TheCBCLandTRFhavebeenstandardizedtoobtainnormativepoints(i.e.,whatis
typicallyreportedbysuchinformantsfornormativesamplesofyouth;see
Achenbach&Edelbrock,1983,1986;Edelbrock&Achenbach,1984).Assuch,
standardTscoresquantifyayouthsstandinginrelationtootheryouthand
determinewhetherelevatedscoresonaparticularscalefallsinaclinicalrange.
Recently,sixscalesweredevelopedtocorrespondtoDSMIVdisordersoften
presentinyouthandadolescents(Achenbachetal.,2003):affective,anxiety,
somatic,ADH,OD,andconductproblems.
Reliability
Testretestreliabilitycoefficientsrangedfrom.68to.92fortheCBCLand.57to.91
fortheCTRF(Griffithet.al.2008).
CFAoftheCBQandCBCLyieldedthreemeaningfulconstructs(negative
emotionality,internalizingbehavior,andexternalizingbehavior)withsatisfactory
Page125
internalconsistencies(.68<
Validity
<.85).(PaulussenHoogeboomet.al.2008)
AchenbachandRescorla(2001)foundthattheeightfactorcorrelatedmodelhad
acceptablefitonthebasisoftherootmeansquareerrorofapproximation(RMSEA)
of.06.
Inonestudy(Griffithet.al.2008),thethreetotalscores,internalizing,externalizing,
andtotalproblems,ofboththeCBCLandtheCTRFwereused.TheCBCLandtheC
TRFwereselectedforconvergentvalidityanalysesbecauseoftheirextensiveusein
bothclinicalandresearchsettingsandtheirpreviousdemonstrationswithsound
psychometricproperties(i.e.,content,construct,andconvergentvalidityand
interrater,testretest,andlongtermreliabilitycoefficients;seeAchenbach&
Rescorla,2000,forpreviouspsychometricinformation).
Strengths
TheCBCLandtheCTRFhavebeenwellresearchedanddemonstratedtobe
psychometricallysoundmeasures.
BoththeCBCLAandtheTRFAwerefoundtohavehighinternalconsistencyandto
adequatelydiscriminatebetweenyouthwithandwithoutdiagnosedanxiety
disorders.
Constructvalidityofthescalesweresupportedbyhighcorrelationswithother
reliableanxietymeasures(e.g.,MASC,RCMAS).Additionally,bothscalesdisplayed
sensitivitytotreatmenteffects.
Weaknesses
WhereastheCBCLandCTRFarebothwidelyusedandresearchedmeasuresfor
identifyingchildrenwithEBD,neitherareintendedforuseasuniversalscreeners,
andarethusnotparticularlyefficientforusewithlargenumbersofchildren.
Publisher/Price
PAR,Inc.$435andup.
Achenbach,T.M.,&Edelbrock,C.(1983).ManualfortheChildBehaviorChecklistandRevisedChildBehavior
Profile.Burlington,VT:UniversityofVermont,DepartmentofPsychiatry.
Achenbach,T.M.,&Edelbrock,C.S.(1986).ManualfortheChildBehavior.Checklist.Burlington:University
ofVermont
Achenbach,T.M.,McConaughy,S.H.(2003).TheAchenbachSystemofEmpiricallyBasedAssessment.InC.
R.Reynolds&R.W.Kamphaus.(Eds.);Handbookofpsychologicalandeducationalassessmentofchildren:
Personality,behavior,andcontext(2ndEd.),pp.406430.NewYork,NY,US:GuilfordPress,2003.
Achenbach,T.M.,&Rescorla,L.A.(2000).ManualfortheASEBAPreschoolForms&Profiles.Burlington:
UniversityofVermont,DepartmentofPsychiatry.
Achenbach,T.M.,&Rescorla,L.A.(2001).ManualfortheASEBASchoolAgeForms&Profiles.Burlington,VT:
UniversityofVermont,ResearchCenterforChildren,Youth,&Families.
Page126
Edelbrock,C.S.&Achenbach,T.M.(1984).Theteacherversionofthechildbehaviorprofile:Boysaged611.
JournalofCounselingandClinicalPsychology,52,207217.
Kendall,P.C.,Puliafico,A.C.,Barmish,A.,Choudhury,M.S.,Henin,A.,&Treadwell,K.S.(2006)Assessing
anxietywiththeChildBehaviorChecklistandtheTeacherReportForm.JournalofAnxietyDisorders,21,1004
1015.
Griffith,A.K.,Nelson,J.R.,Epstein,M.H.,&Pederson,B.(2008)ConvergentValidityoftheEarlyChildhood
BehaviorProblemScreeningScale.JournalofEarlyIntervention,30,282294.
PaulussenHoogeboom,M.C.,Stams,G.J.J.,Hermanns,J.M.A.,Peetsma,T.T.D.,VanDenWittenboer,G.L.
H.(2008)Parentingstyleasamediatorbetweenchildrensnegativeemotionalityandproblematicbehaviorin
earlychildhood.JournalofGeneticPsychology,169,209226.
Seealso:
Crowley,S.L.,&Merrell,K.W.(2003)ThestructureoftheSchoolSocialBehaviorScales:Aconfirmatoryfactor
analysis.AssessmentforEffectiveIntervention,28(2),4155.
Emerson,E.N.,Crowley,S.L,&Merrell,K.W.(1994)ConvergentvalidityoftheSchoolSocialBehaviorScales
withtheChildBehaviorChecklistandTeacher'sReportForm.JournalofPsychoeducationalAssessment,12,
372380.
Page127

Measure
TheTeacherRatingScaleofSchoolAdjustment(TRSSA)
Constructs
AcademicCompetencies,Feelings aboutSchool,TeacherChildRelationship
Agerange
Preschool(hasbeenusedwithpreschoolteachers)andPrimaryGrades
Ratingtype
Teacher
Descriptionofmeasure TheTeacherRatingScaleofSchoolAdjustment(TRSSA)wasdevelopedtotap
asrelatedtoconstruct severalconstructsthatarereflectiveofyoungchildren'sbehavioralandrelational
ofinterest
adjustmenttoschoolorclassroomsettings.Theseconstructs(subscales)havebeen
labeled:(1)independentparticipation,(2)cooperativeparticipation,(3)teacher's
perceptionofchildren'sschoolliking,(4)teacher'sperceptionofchildren'sschool
avoidance,and(5)teacher'sperceptionofchildren'sinterest/comfortwiththe
teacher.
Independentparticipationisthedegreetowhichchildrendisplayautonomous,self
reliantbehaviortowardclassroomactivitiesandlearningtasks.Fromamotivational
perspective,thisformofparticipationmayreflectanintrinsicmotivational,
autonomous,orlearninggoalorientation.
Cooperativeparticipationisdefinedaschildren'swillingnesstoadheretothesocial
rulesandroleexpectationsoftheclassroomand,fromamotivationalperspective,
mayreflectthepresenceofcooperativeandcompliantgoals(Wentzel,1991).
Childrenhighonthisdimensionconductthemselvesinacooperativeand
responsiblemannerinresponsetoteacherandclassroomdemands.
Administration
TeacherRatings
Scoring
LaterTRSSASubscales:CooperativeParticipation(7items),Independent
Participation(4items),SchoolLiking(5items);SchoolAvoidance(5items):
Teachersratechildrenfrom02onthefollowingscaleswhere:
0=Doesntapply1=Appliessometimes2=Certainlyapplies
Reliability
Excellent.
Validity
Excellent;relationswithschoolachievementandsocialrelations.
Strengths
Assessesanumberofimportantaspectsofchildrensschoollivesinone
instrument.Excellentpsychometricsingeneral
Weaknesses
Needsforsecondversion,andshortenedinstrument(Betts&Rotenberg,2007)
reflectedafewweaknessintermsofdelineatingthescalesclearly.
Page128
Publisher/Price
PublicDoman
Betts,L.R.,&Rotenberg,K.J.(2007).AshortformoftheTeacherRatingScaleofSchoolAdjustment.Journal
ofPsychoeducationalAssessment,25(2),150164.
ForresearchusingtheTRSSA,see:
Birch,S.H.&Ladd,G.W.(1998).Childrensinterpersonalbehaviorsandtheteacherchildrelationship.
Buhs,E.&Ladd,G.W.(2001).Peerrejectioninkindergarten:Relationalprocessesmediatingacademicand
emotionaloutcomes.DevelopmentalPsychology,37,550560.
Kochenderfer,B.J.&Ladd,G.W.(1996).Peervictimization:Manifestationandrelationstoschooladjustment.
JournalofSchoolPsychology,34,267284.
Ladd,G.W.,Birch,S.H.&Buhs,E.(1999).Childrenssocialandscholasticlivesinkindergarten:Related
spheresofinfluence?ChildDevelopment,70,13731400.
Ladd,G.W.&Burgess,K.B.(1999).Chartingtherelationshiptrajectoriesofaggressive,withdrawn,and
aggressive/withdrawnchildrenduringearlygradeschool.ChildDevelopment,70,910929.
Ladd,G.W.&Burgess,K.B.(2001).Dorelationalrisksandprotectivefactorsmoderatethelinkagesbetween
childhoodaggressionandearlypsychologicalandschooladjustment?ChildDevelopment,72,15791601.
Ladd,G.W.&Kochenderfer,B.J.&Coleman,C.C.(1997).Classroompeeracceptance,friendship,and
victimization:Distinctrelationalsystemsthatcontributeuniquelytochildrensschooladjustment?Child
Development,68,11811197.
Wentzel,K.R.(1991).Socialcompetenceatschool:Relationbetweensocialresponsibilityandacademic
achievement.ReviewofEducationalResearch,61,124.
Note.ThereisalsoachildreportversiononschoollikingandavoidancecreatedbyGaryLadd,see,for
example:
Ladd,G.W.,Buhs,E.&Seid,M.(2000).Childrensinitialsentimentsaboutkindergarten:Isschoollikingan
antecedentofearlyclassroomparticipationandachievement?MerrillPalmerQuarterly,46,255279.
Page129

Measure
LearningBehaviorsScale(LBS)
Constructs
Agerange
Studentsaged517years
Ratingtype
Teacher
Descriptionofmeasureas Ameasureofdifferentialpatternsofclassroomlearningforstudentsaged517
years.(McDermott,1999).
interest
Administration
29itemobservationdevicecompletedbyachildsteacheralongdimensionsof
studentcompetencemotivation,attention/persistence,strategy/flexibility,and
attitudestowardlearning.
Scoring
Itiscomposedof29positivelyandnegativelywordeditems(eachofwhich
presentsaspecificlearningrelatedbehavior)toreduceresponsesetsandisrated
ona3pointscale(0=doesnotapply,1=sometimesapplies,2=mostoften
applies;McDermott,1999).Thevalence(positiveornegativeofitemwordingis
variedasameasuretoreduceresponsesets.(McDermott1999)
Ofthe29items,25areusedtoproduceatotalscoreandthefoursubscales
includeCompetenceMotivation(CM),AttentionandLearningAttitudes(AL),
Attention/Persistence(AP),andStrategy/Flexibility(SF).Fiveitemscrossloaded
ontwofactorsduringcreationofthemeasure,andarethusincludedontwoLBS
scales.
TotalandsubscalerawscoresareconvertedtonormalizedTscores(M=50,SD=
10)basedonthenationallyrepresentativestandardizationsampleof1,500
studentsaged5to17.
Reliability
Alphacoefficientswerecomputedforthedimensionsacrossthenationalsample
andwithinpertinentsubsamples.Allexceeded.70(McDermott1999)
Stabilitycoefficientsweresubstantial(M=.92,range.93.91)andstatistically
significantatp<.0001.(McDermott1999)
Further,raterreliabilityisexcellent.
Validity
Convergentanddivergentvalidityisexcellent.
Incrementalvalidityisexcellent,inthatoverlapwithIQismodest(about12%in
McDermott,1999).
Page130
Strengths
Theitemsareuniquelybehavioralandrequirenoinferencesconcerning
mediatingthoughtsorfeelings.
EvidencehasaccumulatedthattheLBSprovidesanormativeapproachassessing
basiclearningbehaviorsinawaythatisuniformacrossvariationsinage,gender,
ethnicity,socialclass,andfamily/communitystructures.(McDermott1999)
Weaknesses
Publisher/Price
PleasecontactDr.PaulMcDermott,GraduateSchoolofEducation,Universityof
Pennsylvania,3700WalnutStreet,Philadelphia,PA19104,
andreamc@voicenet.com
Buchanan,H.H.,McDermott,P.A.,&Schaefer,B.A.(1998).Agreementamongclassroomobserversof
children'sstylisticlearningbehaviors.PsychologyintheSchools,35,355362
McDermott,P.A.(1999)NationalscalesofdifferentiallearningbehaviorsamongAmericanchildrenand
adolescents.SchoolPsychologyReview,28,280291.
Page131
Measure
RevisedChildrensManifestAnxietyScale(RCMAS)
Constructs
InternalizingSymptoms
Agerange
Childrenandadolescentsages519or 6to17years(OTooleetal.,2006)
Ratingtype
Self
ofinterest
Selfreportmeasurecompletedbyyouthasameasureofmanifestanxiety.
Designedtoassessthepresenceofgeneralizedandnonspecificornonsituational
anxiety(i.e.,traitanxiety).(Varela&Biggs,2006).
Measuresthelevelandnatureofanxietysymptomsinchildrenandadolescents
aged6to19years.
Administration
Selfreport
Scoring
37itemsthatareansweredinyes/noformat(e.g.,Iworryalotofthetime).
(Healy&Rucklidge,2006)
AyouthsrawscoreontheRCMASisconvertedtoprovidefiveTscorestotal
score,physiologicalsubscalescore,worrysubscalescore,socialsubscalescore,and
aliesubscalescore.
Yieldsfourscores:totalanxietyscore,PhysiologicalAnxiety,Worry/Oversensitivity,
andConcentrationAnxiety.(Varela&Biggs,2006)
Inaddition,aLieScalescoreiscalculated.(OTooleetal.,2006)
Therawscoremaybeconvertedintoastandardscorebasedontherespondent's
age,ethnicorigin,orboth.Forthetotalanxietyscore,theTscorescalewasused,
whichhasameanof50andstandarddeviationof10.Scoresrangefrom0to28
(rawscores)or0to100(Tscores).
TherearenoclinicalcutoffsavailablefortheRCMAS,althoughitissuggestedthat
"greatersignificance"shouldbeattachedtoTscoresgreaterthan60.Three
subscaleshavebeenderivedfromtheinstrument,including:(a)Physiological
Anxiety,(b)Worry/Oversensitivity,and(c)SocialConcerns/Concentration.In
addition,nineitemsconcernaLiescale.
Reliability
Validity
Moderateretestreliability(r=.68;Reynolds&Richmond,1985).
Cronbachsalphasforthestudent,parent,andteacherratingsrespectivelywere
total,.74,.84,.64;Worry/Oversensitivity,.82,.82,.80;PhysiologicalAnxiety,.74,
.69,.70;andConcentrationAnxiety,.69,.66,.64.TotalFearScoreboththeFSSCR
andtheRCMAShavegoodevidenceofreliabilityandvalidity(Varelaetal.,2006).
Testretestreliabilityis.94afterthreeweeksand.68afterninemonths.(Saldinger
et.al.2004).
Possesseshighinternalconsistency(a=.83,Reynolds&Richmond,1985)
Page132
TheRCMASwasstandardizedonWhite,Black,MexicanAmerican,Nigerian,highIQ,
andintellectuallyhandicappedchildren.Coefficientsofcongruenceacrossethnic
andgendergroupsrangefrom.96to.99,showingconsistencyofthestructureof
theRCMASacrossnominalvariables.Goodevidenceofvalidity(Varelaetal.,2006)
Goodconvergentanddivergentvalidity.(OTooleetal.,2006)TheRCMAS
correlateshighlywithothermeasuresoftraitanxiety,suchastheStateTrait
AnxietyInventoryforChildrenTraitScale,providingconsiderablesupportforthe
constructvalidityoftheinstrument(Mather&CartwrightHatton,2004).
ConcurrentvalidityoftheRCMAShasbeensupportedbyitscorrelationwithmany
anxietymeasures,particularlytheStateTraitAnxietyInventoryforChildren(Healey
&Rucklidge,2006).
Strengths
HighValidity
ModerateHighReliability
Widelyusedasameasureofanxietyinthisagegroup
Goodpsychometricproperties
Weaknesses
Nonenoted
Publisher/Price
$99.50forkitwith25forms(theresalsoa5minuteshortform).Publisheris
WesternPsych.
http://portal.wpspublish.com/portal/page?_pageid=53,234661&_dad=portal&_sch
ema=PORTAL
Healey,D.,&Rucklidge,J.(2006).Aninvestigationintothepsychosocialfunctioningofcreativechildren:The
impactofADHDsymptomatology.JournalofCreativeBehavior,40,243264.
Mather,A.,&CartwrightHatton,S.(2004).CognitivepredictorsofObsessiveCompulsivesymptomsin
adolescence:Apreliminaryinvestigation.JournalofClinicalChildandAdolescentPsychology33,743749.
OToole,K.,Borden,K.A.,&MillerC.(2006).Longtermpsychosocialandadaptiveoutcomesinchildrenwith
arteriovenousmalformations.RehabilitationPsychology,51,6068.
Saldinger,A.,Porterfield,K.&Cain,A.C.(2004).Meetingtheneedsofparentallybereavedchildren:A
frameworkforchildcenteredparenting.Psychiatry,67,331352.
Varela,R.E.,&Biggs,B.K.(2006).ReliabilityandvalidityoftheRevisedChildrensManifestAnxietyScale
(RCMAS)acrosssamplesofMexican,MexicanAmerican,andEuropeanAmericanchildren:Apreliminary
investigation.Anxiety,Stress,andCoping,19,6780.
Page133
Measure
SenseofClassroomasaCommunityScale FeelingsaboutMyClassroom
Constructs
FeelingsAboutSchool
Agerange
ElementarySchool
Ratingtype
Self
Descriptionofmeasure Measures:Studentsfeelingsofcaring/supportivenessandautonomyandinfluence
asrelatedtoconstruct intheirclassroomandschool
ofinterest
Selfreportmeasureofstudentssenseoftheclassroomasacommunity(Battistich
et.al.1997).
Initialmeasureincludeditemsrepresentingtwoelementsofcommunity:(a)
studentsperceptionsthattheyandtheirclassmatescaredaboutandwere
supportiveofoneanother(7items:e.g.,studentsatthisschoolworktogetherto
solveproblems,thestudentsinthisclassreallycareaboutoneanother,my
classislikeafamily);and(b)studentsperceptionsthattheyhadanactiveand
importantroleinclassroomnormsettinganddecisionmaking(10items:e.g.,
Teachersandstudentsplanthingstogetheratthisschool.,inmyclassthe
teacherandstudentsdecidetogetherwhattheruleswillbe).(Battistichet.al.
1997).
Administration
Selfreport.Responsescale:1=disagreealot,2 =disagreealittle,3=neitheragree
nordisagree,4=agreealittle,5=agreealot.[R]indicatesreversescoreditem.
Scoring
Reversescoreditem:3
Reliability
Theinternalconsistency(Cronbachsalpha)ofthisMeasureaveraged.78acrossthe
3years.(Battistichet.al.1997).
Validity
Studentsclassroomlevel(N=28)scoreswererelatedtoconceptuallyrelated
measuresofclassroomcharacteristicsderivedfromclassroomobservations.The
aggregatedstudentscoreswerefoundtobestronglycorrelatedwithobservational
measuresofstudentsupportiveandfriendlybehavior(r=.60,p<.001),student
spontaneousprosocialbehavior(r=.61,p<.001),thefrequencyofcooperative
activities(r=.55,p<.01),andopportunitiesforstudentautonomyandinfluence(r
=.51,p<.01)(Battistichet.al.1997).
Strengths
Asksquestionsinareliablemannerthataccesschildrensfeelingsabouttheirschool
asacommunity,animportantaspectofattachmenttoschool
Weaknesses
Nonenoted
Battistich,V.,Solomon,D.,Watson,M.,&Schaps,E.(1997).Caringschoolcommunities.Education
Psychologist,32,137151.
Page134

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