Stability of the adjustment scales for children and adolescents

Investigation of the short‐term (90‐day) stability of the Adjustment Scales for Children and Adolescents is reported for 124 randomly selected children in grades ranging from kindergarten to grade 12. Significant test‐retest stability coefficients were obtained and mean differences across the retest interval did not exceed .8 raw score points. The Solitary Aggressive‐Impulsive, Diffident, and Lethargic/Hypoactive syndromes and the global Underactivity scale showed significant raw score and T score changes across the retest interval, but the effect strengths were small. Syndromic Profile Classifications and Discriminant Classifications were also significantly consistent across the retest interval. Results were similar to those obtained in other stability studies of teacher report behavior rating scales. © 2001 John Wiley & Sons, Inc.     

Construct validity of the adjustment scales for children and adolescents and the preschool and kindergarten behavior scales: Convergent and divergent evidence

Construct validity (convergent and divergent) of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) and the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994a) is presented. Regular classroom teachers (n = 38) randomly selected 5‐ and 6‐year‐old children (N = 123) and rated them on the ASCA and PKBS in counterbalanced order. Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS Externalizing Problems scale and ASCA Underactivity syndrome. Convergent and divergent evidence of construct validity for the PKBS Internalizing Problems scale and ASCA Overactivity and Underactivity syndromes was mixed. Results were identical to those of Canivez and Bordenkircher (2002). © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 621–633, 2002.     

Adjustment scales for children and adolescents and Native American Indians: Factorial validity generalization for Ojibwe youths

Replication of the core syndrome factor structure of the Adjustment Scales for Children and Adolescents (ASCA; P.A. McDermott, N.C. Marston, & D.H. Stott, 1993) is reported for a sample of 183 Native American Indian (Ojibwe) children and adolescents from North Central Minnesota. The six ASCA core syndromes produced an identical two‐factor solution as the standardization data through principal axis analysis using multiple criteria for the number of factors to extract and retain. Varimax, direct oblimin, and promax rotations produced identical results and nearly identical factor‐structure coefficients. Coefficients of congruence resulted in an excellent match to the factorial results of the ASCA standardization sample and a large, independent sample. It was concluded that for these Ojibwe students, the ASCA measures two independent dimensions of psychopathology (i.e., Overactivity and Underactivity) that are similar to the conduct problems/externalizing and withdrawal/internalizing dimensions commonly found in the child psychopathology assessment literature. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 685–694, 2006.     

Convergent and discriminant validity of the mental processing scales of the Kaufman Assessment Battery for Children

Convergent and discriminant validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) were examined using 51 first-grade children. Convergent validity was assessed using the Reading Recognition and Comprehension subtests of the Peabody Individual Achievement Test. Discriminant validity was assessed using a measure of anxiety/self-esteem, the Child Anxiety Scale, and a measure of hyperactive behavior, the Hyperactivity scale of the Achenbach Child Behavior Checklist. Results supported the convergent validity of the K-ABC; correlations with reading achievement were fairly large. The discriminant validity received only partial support. The K-ABC did not correlate with the Child Anxiety Scale, but did show rather large correlations with the measure of hyperactive behavior. Implications for understanding what the K-ABC Mental Processing Scales are measuring are discussed.     

Forgiveness as character education for children and adolescents

Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of character education. We argue that forgiveness provides those interested in character development with a programme that can enhance educational initiatives and advance the character education research agenda.     

Identifying at‐risk preschoolers: The discriminant validity of the differential ability scales

The discriminant validity of the Upper Preschool Level of the Differential Ability Scales (DAS) was studied using 32 at‐risk preschoolers (females = 14, males = 18) with a mean age of 57.28 months (SD = 4.43) and 30 normal preschoolers (females = 13, males = 17) with a mean age of 56.40 months (SD = 6.46). The results indicated that the DAS was an excellent measure to use when trying to differentiate between at‐risk and normal preschoolers. The DAS could reliably identify, better than chance, whether a child was at‐risk or normal. Specifically, the General Conceptual Ability score was found to be approximately 77% accurate in correctly classifying at‐risk from normal preschoolers. In addition, the use of the DAS in an abbreviated format by selecting specific core and/or diagnostic subtests during the preschool screening process was strongly supported. © 1999 John Wiley & Sons, Inc.     

Cross-validation of the factor structure of the McCarthy scales for kindergarten children

This study was designed to cross-validate the factor structure of the McCarthy Scales of Children's Abilities for children 5 to 6 1/2 years of age. A factor analysis was performed on a group of 105 children with a mean General Cognitive Index (GCI) of 115.42. The subjects ranged in age from 4–11 to 6–7 with a mean age of 5–6. The age variable was partialled from each score using multiple regression procedures. Five factors were generated, including Verbal Comprehension, Quantitative-Reasoning, Memory, Perceptual-Performance, and Motor factors. These data were subsequently compared to Kaufman's factor analytic studies with the McCarthy standardization group, and to the scale structure of the instrument. In general, the overall factor pattern of this study provides further evidence of the construct validity of the McCarthy Scales for kindergarten children.     

Inter-parent agreement on four preschool behavior rating scales: Effects of parent and child gender

This study investigated inter-parent agreement on four preschool behavior rating scales. Sixty-four cohabiting biological parents rated their four and five year-old children's positive and negative behaviors. Results indicated low to moderate inter-parent correlations across all four preschool behavior rating scales for the total sample. Although mean score differences were not significantly different by parent or child gender, absolute differences between pairs of mothers' and fathers' ratings were large and consistent across instruments, as well as by gender of child and gender of parent. © 1996 John Wiley & Sons, Inc.     

The social and educational adjustment of abused children

Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life.     

A comparison of WISC-R and stanford-binet intelligence scale classifications of developmentally disabled children

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used.     

The utility of the Kaufman assessment battery for children (K-ABC) and the wechsler intelligence scales for linguistically different children: Clinical considerations

Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K-ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), which in turn guided educational decisions. Additionally, the utility of the K-ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are discussed.     

Multi-informant assessment of maltreated children: convergent and discriminant validity of the TSCC and TSCYC

OBJECTIVE: This study examined the convergent and discriminant validity of two trauma symptom measures, the Trauma Symptom Checklist for Children (TSCC) [Briere, J. (1996). Trauma Symptom Checklist for Children (TSCC). Odessa, FL: Psychological Assessment Resources] and the Trauma Symptom Checklist for Young Children (TSCYC) [Briere, J. (2005). Trauma Symptom Checklist for Young Children (TSCYC). Odessa, FL: Psychological Assessment Resources]. METHODS: Children's scores on the TSCC and their caretakers' ratings on the TSCYC were analyzed in a study of 310 children presenting to one of two child abuse treatment centers. RESULTS: TSCC and TSCYC scales generally converged in their assessment of symptomatology in maltreated children. Equivalent scales measuring anxiety, depression, anger, dissociation, and sexual concerns were generally most correlated with one another. Similarly, the Posttraumatic Stress-Intrusion (PTS-I) scale of the TSCYC correlated highest with the Posttraumatic Stress (PTS) and Anxiety (ANX) scales of the TSCC, the TSCYC Posttraumatic Stress-Arousal (PTS-AR) scale was correlated with the TSCC ANX scale, and the TSCC PTS scale was most correlated with the TSCYC ANX, PTS-I, and Sexual Concerns (SC) scales. The TSCYC Posttraumatic Stress-Avoidance scale was unrelated to any TSCC scale. Discriminant function analysis revealed that the TSCC PTS scale was the best single predictor of sexual abuse-related PTSD status as identified by the TSCYC. CONCLUSIONS: The TSCC and TSCYC display moderate convergent and discriminant validity with respect to one another, despite different information sources. Nevertheless, the relatively small association between relevant TSCC and TSCYC scales indicates that different symptom informants may have different perspectives on the child's symptomatology; an outcome that may be beneficial when both measures are administered simultaneously. PRACTICE IMPLICATIONS: These results reinforce the notion that both child- and parent/caretaker report measures should be used in the evaluation of traumatized children, so that multiple sources of information can be considered simultaneously. In the current context, administration of the TSCC to the child and the TSCYC to the caretaker, when appropriate (i.e., in children 8-12 years of age) may yield more clinical information on the child's symptomatology than either measure would alone-perhaps especially in cases when one of the two respondents under- or over-reports the child's distress.     

Behaviour and adjustment problems of young developmentally delayed children

ABSTRACT

As part of an ongoing longitudinal study of developmental delay (DD), 35 six‐year‐old children with delays of unknown aetiology were assessed with measures of cognitive, language and educational competence. Their parents provided detailed information about their self‐help and personal‐social competencies, behaviour problems and temperament. As a group, the DD children evidenced high rates of behaviour problems, but there was considerable within‐group variability in intensity and pattern of problems. Low relationships were found between the intensity of behaviour problems and children's chronological age (CA), IQ, language level and self‐help competencies. The child variable most strongly associated with behaviour problems was temperament, or behavioural style.