Sentences with phrase «rating scale version»

Not exact matches

Experts considered each item on the first draft version for clarity, importance and relevance, rating each aspect on a four - point ordinal scale from «very clear / important / relevant» (1) to «not clear / important / relevant» (4).

Asked to rate the emotion portrayed by the Apple version on a 10 - point scale from very negative to very positive, subjects were all over the map.

The revelations surrounding the Xbox One and PlayStation 4 versions of the game suggests that we are indeed looking at more than just a scaled up port with a few extra graphical bells and whistles thrown in for good measure - native resolution is a disappointing 720p on the Microsoft platform, while on Sony's system the native 1080p presentation is said to be causing some distracting frame - rate issues, something we'll be getting to the bottom of imminently.

There's no word on frame rate, or whether this is the same up - scaled version of both titles that was packaged in last year's Collection.

The teachers have completed the CARS - T, the Bipolar Rating Scales based on the Five Factor Model (EBMCF) and the French version of Emotion Regulation Checklist (ERC - vf) and a Social Adjustment scale (including items related to Theory of Mind, EASE - ToM, and related to social rules, EASE - Social - Skills).

Improvement in symptoms of depression (Children's Depression Rating Scale - Revised, Clinical Global Impressions improvement score), and reduction in suicidal thoughts (Suicidal Ideation Questionnaire - Junior High School Version).

Rasch Rating Scale Analysis of the Arabic Version of the Physical Activity Self - Efficacy Scale for Adolescents: A Social Cognitive Perspective

Three studies reported observer - rated child behaviour using the behavioural rating scale (BRS) from Bayley II.46 55 59 One study used a dichotomised version of BRS, 46 which may not have been able to detect changes in this population since all but one (intervention) and three (control) children were rated as unproblematic.

The parent version of the Child Behavior Checklist (CBCL) 25 was used to assess children's symptoms, and the clinician - rated Child Global Assessment Scale (C - GAS) 26 was used to assess child global functioning.

In the Broad - Band Rating Scales category (Table II), 10 measures are listed (although the CBCL scales are listed twice, once for the 1991 version and once for the 2001 verScales category (Table II), 10 measures are listed (although the CBCL scales are listed twice, once for the 1991 version and once for the 2001 verscales are listed twice, once for the 1991 version and once for the 2001 version).

The CRS - R (27 — 87 items, depending on the version; long and short versions are available) includes parent, teacher, and adolescent self - report behavioral ratings scales used to evaluate problem behavior experienced by children and adolescents.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiscales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiscales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiScales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiscales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiscales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

The CBCL (105 — 120 items, depending on the version) is a parent (or parent — surrogate) completed rating scales for assessing competencies, adaptive functioning and problems for a target child ages 4 — 18 years (CBCL / 4 -18, 1991) or ages 6 — 18 years (CBCL / 6 -18, 2001).

Methods A cross-sectional study was conducted using the Workplace Violence Scale, Posttraumatic Stress Disorder Checklist - Civilian Version (PCL - C), Social Support Rating Scale (SSRS), Eysenck Personality Questionnaire - Revised Short Scale and Trait Coping Style Questionnaire.

The Geriatric Depression Scale short version (GDS15)[18] and the Zung Self - rating Depression Scale (SDS)[19] are known as self - administered scales to measure the depressive state among the elderly.

For example, the National Violence Against Women Survey31 of a nationally representative sample of 8000 women used a modified version of the Conflict Tactics Scale and found that 22.1 % of the women reported intimate partner violence at some time during their adult lives, about half the rate we have reported.

Bengali version of Life Stress Scale (Fahim, 2001) was used to measure life stress and Bengali version of Adolescents Anger Rating Scale (AARS)(Islam & Chowdhury, 2011) was used to measure adolescents» anger.

In the older version of the HS (Snyder et al., 1991), responses were rated on a four - point Likert scale (1 = Definitely False, 4 = Definitely True).

The Greek version of the Hope Scale (HS; Snyder et al., 1991; Moustaki & Stalikas, 2012) was used to measure individuals» sense of successful goal - directed determination and planning of ways to meet goals using eight items rated on a 4 - point Likert scale ranging from «Definitely False» to «Definitely True&raScale (HS; Snyder et al., 1991; Moustaki & Stalikas, 2012) was used to measure individuals» sense of successful goal - directed determination and planning of ways to meet goals using eight items rated on a 4 - point Likert scale ranging from «Definitely False» to «Definitely True&rascale ranging from «Definitely False» to «Definitely True».

The Greek version of Subjective Happiness Scale (SHS; Lyubomirsky & Lepper, 1999; Avgoustaki, Dimitriadou, & Stalikas, 2012) was used to examine the subjectivity of persons» global happiness using four items rated on a 7 - point Likert scale with higher scores reflecting greater happiness (e.g., «Some people are generally very hScale (SHS; Lyubomirsky & Lepper, 1999; Avgoustaki, Dimitriadou, & Stalikas, 2012) was used to examine the subjectivity of persons» global happiness using four items rated on a 7 - point Likert scale with higher scores reflecting greater happiness (e.g., «Some people are generally very hscale with higher scores reflecting greater happiness (e.g., «Some people are generally very happy.

To be included in the technical review, 4 it was required that the ADHD - specific and broad - band rating scales included a parent version of the scale and had normative data available.

Measures utilized include the Wechsler Abbreviated Scale of Intelligence, the Schedule for Affective Disorders and Schizophrenia in School - Age Children — Present and Lifetime version (K - SADS - PL), the Pediatric Anxiety Rating Scale (PARS) and the Positive and Negative Affect Scale for Children (PANAS - C).

The following products are now available in digital editions: Behavior Rating Inventory of Executive Function ® (BRIEF ®) Behavior Rating Inventory of Executive Function ® — Preschool Version (BRIEF ® - P) Behavior Rating Inventory of Executive Function ® — Adult Version (BRIEF ® - A) Behavior Rating Inventory of Executive Function ® — Self - Report Version (BRIEF ® - SR) The NEO ™ Inventories: NEO Personality Inventory - 3 ™ (NEO-PI-3 ™) Personality Assessment Inventory ™ (PAI ®) Personality Assessment Inventory ™ — Adolescent (PAI ® - A) Reynolds Intellectual Assessment Scales ™ (RIAS ™) Trauma Symptom Inventory ™ -2 (TSI ™ -2) Wide Range Assessment of Memory and Learning, Second Edition (WRAML ™ 2) Wide Range Achievement Test 4 (WRAT4)

Measures utilized include the Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Life Version (K - SADS - PL), the Children's Depression Rating Scale — Revised (CDRS — R), and the Timeline Followback Interview (TLFB).

Measures utilized include the Peabody Picture Vocabulary Test, 4th Edition, the Expressive Vocabulary Test, 2nd Edition, the Anxiety Disorders Interview Schedule for DSM — IV, child and parent versions (ADIS - C / P), the Clinical Global Impression — Severity (CGI - S), the Disruptive Behavior Disorders Rating Scale (DBDRS), the Behavior Assessment System for Children — Second Edition (BASC), the Parent Consumer Satisfaction Questionnaire, and the Clinical Global Impression — Improvement (CGI - I).

Measures utilized include the Schedule for Affective Disorder and Schizophrenia for School Age Children — Epidemiologic Version 5 (K - SADS - E-5), the Longitudinal Interval Follow - up Evaluation (LIFE), the Beck Depression Inventory II (BDI - II), the Children's Global Adjustment Scale, the Social Adjustment Scale — Self - Report for Youth, the Child Behavior Checklist (CBCL) and the Hamilton Depression Rating Scale (HAM - D).

Measures included the Kiddie - Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Lifetime Version (K - SADS - PL), K - SADS Depression and Mania Rating Scales (DRS and MRS), Child's Global Assessment Scale (C - GAS), Camberwell Family Interview for EE, and the Family Adaptability and Cohesion Scale - II (FACES - II).

Symptoms were considered present if they were endorsed by either parent or teacher on the Disruptive Behavior Disorders Rating Scale [41] or by parent response on the DSM - IV version of the Diagnostic Interview Schedule for Children [42].

Measures utilized include the Child's Perception of Therapeutic Relationship (CPTR), the Anxiety Disorders Interview Schedule for DSM — IV — Child and Parent Versions (ADIS - IV - C / P), the Clinical Global Impressions Scales (CGI), and the Pediatric Anxiety Rating Scale (PARS).

Measures included the Parent Practices Interview, Eyberg Child Behavior Inventory, Social Competence Scale, and a modified version of the Acculturation Rating Scale for Mexican Americans - II (ARSMA - II).

Measures utilized include the Diagnostic Interview Schedule for Children - Parent (DISC - P) version 2, the Child Behavior Checklist for Ages 6 - 18 (CBCL), the Normative Adaptive Behavior Checklist, Home Situations Questionnaire (HSQ), Parenting Stress Index - Short Form (PSI), Parenting Sense of Competence Scale, Parenting Practices Scale, the Social Skills Rating Scale (SSRS), and the Woodcock Johnson Psychoeducational Test.

Measures utilized include the Schedule for Affective Disorders and Schizophrenia for School - Age Children — Epidemiologic Version (K - SADS - E), the Life Events Questionnaire, the Beck Depression Inventory (BDI), the Hamilton Rating Scale for Depression (HRSD), the Symptom Checklist (SCL - 90), the Social Adjustment Scale — Self - Report (SAS - SR), and Children's Global Assessment Scale (C - GAS).

Measures utilized include the Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children - Epidemiologic version (K - SADS - E), the Wechsler Intelligence Scale for Children - Revised, the Parent - Child Relationship Inventory (PCRI), the Parenting Stress Index (PSI), the Oppositional Defiant Disorder Rating Scale (ODDRS), and the Clinical Global Impression — Improvement (CGI - I).

Measures utilized include the Diagnostic Interview Schedule for Children Version 2.3 (DISC 2.3), Schedule for Affective Disorders and Schizophrenia for School - Aged Children (K - SADS - E), Hamilton Rating Scale for Depression (HRSD), Beck Depression Inventory (BDI), and Children's Global Assessment Scale (C - GAS).

In the second study, a «state» version of the scale was found to be sensitive to treatment effects, and to correlate very highly with a clinician rating based on an interview of present clinical state.

The Parent Version of the Young Mania Rating Scale (P - YMRS) is an adult assessment tool that has been adapted for pediatricians as well as parents to help them determine if a child should be seen by a mental health professional.

The reliability, factor structure, and concurrent validity of the VADPRS were evaluated and compared with ratings of children in clinical and nonclinical samples on the Vanderbilt ADHD Teacher Rating Scale and the Computerized Diagnostic Interview Schedule for Children — IV, Parent version.

Rating Scales to Assist in Diagnosis The Child Mania Rating Scale — Parent Version (CMRS - P) is an assessment tool that helps clinicians differentiate bipolar disorder from other childhood behavioral disorders, such as ADHD.

The VADPRS is the parents» version of the teacher rating scale, the VADTRS (Wolraich et al., 1998, Wolraich et al., 1998).

After completing the peer nomination version of the RCP, each student rated how well they could perform each role on a 4 - point scale (1 = I could never play this part to 4 = I would be great at this part).

Child Mania Rating Scale Parent Version.

Swedish adolescent versions of self - report instruments were used to assess alcohol consumption (AUDIT - C; Nilsson et al., 2011); depression (Depression Self - Rating Scale [DSRS]; Aslund et al., 2009); and attention deficit hyperactivity disorder (ADHD; ADHD Self - Report Scale [ASRS]; Kessler et al., 2005; Sonnby et al., 2010).

Receiver - operating characteristic (ROC) analysis was used in order to test the diagnostic accuracy of the Conners» Parent Rating Scale revised (CPRS - R) and the parent version of the Strength and Difficulties Questionnaire (PSDQ) in the prediction of ODD in a transnational sample of 1093 subjects aged 5 — 17 years from the International Multicentre ADHD Genetics study.

ADHD - symptoms of the adolescent were measured at pretest using the DBD rating scale parent version [41][42].

The remaining measures, the Beavers Self - report Family Inventory (SFI), the Family Adaptability and Cohesion Evaluation Scale - IV (FACES - IV), and the FES, original version and Kronenberger & Thompson Factor - analytic Component scoring (FES - K & T) all qualified for «approaching well - established» ratings.

Social and mental intelligence quotients (IQs) were examined by the Arabic version of Vineland Adaptive Behavior Scale.12 The Arabic version was validated with good reliability and validity and used in many studies in Arab Countries.13 The parent / caregiver rating form used in this study was presented in the checklist format and was translated into Arabic.14 For assessing disruptive behavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child togeScale.12 The Arabic version was validated with good reliability and validity and used in many studies in Arab Countries.13 The parent / caregiver rating form used in this study was presented in the checklist format and was translated into Arabic.14 For assessing disruptive behavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child togescale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child together.

The self - report version of this scale has been shown to have good reliability and validity, 5 with correlation values of 0.81 and 0.89 with maternal ratings of boys and girls, respectively.