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A teacher interview as a screening tool for a preschool population : = Preliminary study and comparison with Developmental Indicators for the Assessment of Learning-Revised, the Parenting Stress Index and the Social Skills Questionnaire-Teacher form.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A teacher interview as a screening tool for a preschool population :/
其他題名:	Preliminary study and comparison with Developmental Indicators for the Assessment of Learning-Revised, the Parenting Stress Index and the Social Skills Questionnaire-Teacher form.
作者:	Hampel, Nancy Tuttle.
面頁冊數:	1 online resource (165 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-08, Section: A.
Contained By:	Dissertations Abstracts International53-08A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9798641512150

A teacher interview as a screening tool for a preschool population : = Preliminary study and comparison with Developmental Indicators for the Assessment of Learning-Revised, the Parenting Stress Index and the Social Skills Questionnaire-Teacher form.
Hampel, Nancy Tuttle.

A teacher interview as a screening tool for a preschool population :Preliminary study and comparison with Developmental Indicators for the Assessment of Learning-Revised, the Parenting Stress Index and the Social Skills Questionnaire-Teacher form. - 1 online resource (165 pages)

Source: Dissertations Abstracts International, Volume: 53-08, Section: A.

Thesis (Ph.D.)--University of Cincinnati, 1991.

Includes bibliographical references

The effectiveness of a two-stage structured teacher interview for screening preschool children for learning and behavior problems was examined. The agreement between this procedure and other screening instruments in identifying at-risk children also was considered. The two-stage structured teacher interview was designed from a systems theory perspective for the identification of children in need of intervention and for intervention design. Issues considered included (a) interrater and procedural reliability, (b) criterion-related validity and content validity, and (c) acceptability to teachers. Comparisons between the interview and the Developmental Indicators for the Assessment of Learning-Revised (Mardell-Cxudnowski & Goldenberg, 1983), the Parenting Stress Index (Abidin, 1986), and the teacher form of the Social Skills Rating System (Gresham & Elliott, 1990) included agreement for risk status using overall agreement, specific agreement and kappa, and the potential cost effectiveness. Forty-four preschool children enrolled in a Head Start program and caregivers were the subjects of the study. Ten Head Start teachers acted as the informants for the two-stage interviews and the Social Skills Rating System-Teacher Form. For the two-stage interview, interrater reliability was good to moderate. The procedural reliability was excellent. Support was found for criterion-related validity, social validity, and for treatment utility. The locus of intervention did not differ from that expected for a child centered screening. Comparisons between the different screening instruments found little overall specific agreement on children identified as at-risk. The use of different tests of agreement resulted in wide variations of agreement between the instruments. Cost effectiveness comparisons suggested that the two-stage interview is a useful and efficient method of screening preschool children for intervention-related identification.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798641512150Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

A teacher interview as a screening tool for a preschool population : = Preliminary study and comparison with Developmental Indicators for the Assessment of Learning-Revised, the Parenting Stress Index and the Social Skills Questionnaire-Teacher form.
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502 $a Thesis (Ph.D.)--University of Cincinnati, 1991.
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520 $a The effectiveness of a two-stage structured teacher interview for screening preschool children for learning and behavior problems was examined. The agreement between this procedure and other screening instruments in identifying at-risk children also was considered. The two-stage structured teacher interview was designed from a systems theory perspective for the identification of children in need of intervention and for intervention design. Issues considered included (a) interrater and procedural reliability, (b) criterion-related validity and content validity, and (c) acceptability to teachers. Comparisons between the interview and the Developmental Indicators for the Assessment of Learning-Revised (Mardell-Cxudnowski & Goldenberg, 1983), the Parenting Stress Index (Abidin, 1986), and the teacher form of the Social Skills Rating System (Gresham & Elliott, 1990) included agreement for risk status using overall agreement, specific agreement and kappa, and the potential cost effectiveness. Forty-four preschool children enrolled in a Head Start program and caregivers were the subjects of the study. Ten Head Start teachers acted as the informants for the two-stage interviews and the Social Skills Rating System-Teacher Form. For the two-stage interview, interrater reliability was good to moderate. The procedural reliability was excellent. Support was found for criterion-related validity, social validity, and for treatment utility. The locus of intervention did not differ from that expected for a child centered screening. Comparisons between the different screening instruments found little overall specific agreement on children identified as at-risk. The use of different tests of agreement resulted in wide variations of agreement between the instruments. Cost effectiveness comparisons suggested that the two-stage interview is a useful and efficient method of screening preschool children for intervention-related identification.
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