Deck 7: Behavior Rating Scales, Merrell, Harlacher

Question 1

Behavior rating scales:

A) Measure perceptions of behaviors
B) Are completely subjective assessments
C) Meet the criteria for being considered an objective assessment technique
D) Both A and C

Answer 1

D

Question 2

The Behavioral and Emotional Screening System (BESS) is different from the BASC-2 in that it:

A) Has fewer items
B) Takes less time to complete
C) Might be used as a preventive measure to screen large groups of students
D) All of the above

Answer 2

D

Question 3

The Achenbach System of Empirically Based Assessment (ASEBA) includes:

A) Rating scales
B) Self-report measures
C) Observation protocols
D) Interview schedules

Answer 3

D

Question 4

The ASEBA parent and teacher forms provide a dimensional assessment of:

A) Internalizing symptoms
B) Externalizing symptoms
C) Total problems
D) All of the above

Question 5

One potential drawback of using ASEBA rating scales for educational classification is:

A) The psychiatric/clinical symptom questions that might seem irrelevant or off-putting to parents and teachers.
B) There has not been enough research supporting these scales.
C) Direct observation is a more useful assessment technique.
D) All of the above

Question 6

The Conners' rating scales have typically been known for assessment of:

A) Personality disorders
B) Depression
C) Attention problems
D) None of the above

Question 7

The Conners 3 is aligned to:

A) DM-IV-TR criteria
B) IDEIA classification criteria
C) Both A and B
D) None of the above

Question 8

The Conners Comprehensive Behavior Rating Scale (CBRS) assesses:

A) ADHD only
B) A wide range of social-emotional problems as opposed to the Conners 3, which primarily measures symptoms of ADHD.
C) Anxiety only
D) None of the above

Question 9

The Conners 3 Global Index:

A) Includes 10 items
B) Is a separate measure from the Conners 3
C) Can be used to monitor treatment effectiveness
D) Both A and C

Question 10

The ASEBA rating scales are suitable for the following age range:

A) 5 to 15
B) 6 to 18
C) 3 to 21
D) 2 to 25

Question 11

The Conners 3 Parent and Teacher reports cover which ages?

A) 6 to 18
B) 8 to 18
C) 8 to 11
D) 4 to 21

Question 12

Discuss some of the cultural validity issues that were presented in the chapter related to the development and use of behavior rating scales.

Question 13

The BASC-2 includes parent and teacher forms that measure the behaviors of:

A) 2-21 year olds
B) 21-25 year olds
C) Both A and B
D) All of the above

Question 14

The Behavior Assessment Scale for Children, Second Edition (BASC-2) assesses:

A) Problem behaviors
B) School problems
C) Adaptive skills
D) All of the above

Question 15

Rating scale systems are:

A) Procedures for completing rating scales
B) Directions for analyzing rating scales
C) Rating scales with cross-informant scales that can be completed across a number of settings.
D) None of the above

Question 16

Behavior rating scales can be used:

A) To make summary judgments about behavior
B) As a screening tool prior to using more resource intensive assessments
C) Alone to diagnose social-emotional and behavioral disabilities
D) Both A and B

Question 17

An advantage of using a rating scale over an unstructured interview is:

A) Rating scales provide assessors with more information.
B) Rating scales typically provide more reliable data.
C) Rating scales are more user-friendly.
D) None of the above

Question 18

Behavior rating scales are different from behavior checklists in that:

A) Behavior rating scales are additive in nature.
B) Behavior rating scales estimate the degree to which a behavioral characteristic is present.
C) Checklists give more information.
D) Both A and B

Question 19

The rating format of a rating scale should be based on:

A) The fewest number of levels needed to make an accurate rating discrimination.
B) Concrete descriptors associated with rating levels.
C) Both A and B
D) A only

Question 20

Behavior rating scales can provide information on:

A) Low frequency, important behaviors
B) Parent perceptions of a child's behavior
C) Teacher perceptions of a child's behavior
D) All of the above

Question 21

One type of response bias associated with behavior rating scales includes:

A) halo effects
B) Leniency or severity effects
C) Central tendency effects
D) All of the above

Question 22

Halo effects are:

A) The tendency of some raters to have an overly generous or overly critical response set when rating all behaviors.
B) Rating a child in a positive or negative manner simply because they possess some other positive or negative characteristic not pertinent to the rated item.
C) The proclivity of raters to select midpoint ratings and to avoid endpoints of the scale such as never and always.
D) None of the above

Question 23

In addition to response bias, another set of measurement problems associated with behavior rating scales is:

A) Error variance
B) Time variance
C) Social variance
D) All of the above

Question 24

Temporal variance refers to:

A) The time it takes to complete a rating scale.
B) The tendency of behavior ratings to be only moderately consistent over time.
C) The time between multiple ratings of behavior
D) Both A and B

Question 25

Similar scores on two different behavior rating scales may not mean the same thing because:

A) They measure slightly different constructs.
B) The sample used to develop norms may be different.
C) Both A and B
D) None of the above

Question 26

One way to minimize problems associated with behavior rating scales is to:

A) Use multiple methods in assessing troubling behavior
B) Use multiple sources to provide a variety of perspectives
C) Measure the behavior over a range of settings
D) All of the above

Question 27

Discuss how behavior rating scales might be best used in school-wide prevention models such as social-behavioral Response to Intervention (RtI)