Stability of Regular Education Teacher Ratings of Normal and Exceptional Students on the Adjustment Scales for Children and Adolescents (ASCA).

Abstract

The short-term (45-day) stability of the Adjustment Scales for Children and Adolescents (P. McDermott, N. Marston, and D. Stott, 1993) was studied with 51 first and fifth graders, seven of whom were classified as exceptional/disabled. Significant test-retest reliability coefficients were obtained, and mean differences from test to retest did not exceed 0.5 raw score points. Only two scales (Solitary Aggressive/Impulsive and Lethargic/Hypoactive) showed significant changes across the retest intervals for T scores. Individual variation for some scales was at times quite extreme. Syndromic profile classifications and discriminant classifications were also significantly consistent across the retest interval. (Contains 31 references, 6 tables, and 1 figure.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Stability of Regular Education Teacher Ratings of Normal and Exceptional Students on the Adjustment Scales for Children and Adolescents (ASCA) U.S. DEPARTMENT OF EDUCATION Off i of Educational Research and Improvement ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Gary L. Canivez Eastern Illinois University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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