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Development and Validation of a Parent Report Measure for Assessing Social-Emotional Competencies of Children and Adolescents
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Merrell, Kenneth W.; Felver-Gant, Josh C.; Tom, Karalyn M. – Journal of Child and Family Studies, 2011
Based on the premises that strength-based assessment of children and adolescents is an important emerging area, and that additional tools for this purpose are needed, this study details development and validation efforts on a new strength-based assessment: the Social-Emotional Assets and Resilience Scale, parent form (SEARS-P). Following careful…
Descriptors: Research Needs, Construct Validity, Social Development, Emotional Development
Teacher Ratings of Hyperactivity and Self-Control in Learning-Disabled Boys: A Comparison with Low-Achieving and Average Peers.
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Merrell, Kenneth W. – Psychology in the Schools, 1990
Compared 64 learning-disabled, 46 low-achieving, and 40 average elementary-age boys on teacher ratings of hyperactivity and self-control. Found significant group differences in both areas. Learning-disabled and low-achievement groups differed significantly from average group in social-behavioral competence, with no significant difference between…
Descriptors: Elementary Education, Elementary School Students, Hyperactivity, Interpersonal Competence
Concurrent Relationships between Two Behavioral Rating Scales for Teachers: An Examination of Self Control, Social Competence, and School Behavioral Adjustment.
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Merrell, Kenneth W. – Psychology in the Schools, 1989
Examined uses and concurrent relations of Teacher's Self-Control Rating Scale (TSCRS) and The Walker-McConnell Scale of Social Competence and School Adjustment (Walker-McConnell Scale) through analysis of classroom teachers' referral of students (N=92) with academic problems. Found moderate to high levels of concurrent validity and significant…
Descriptors: Academic Achievement, Behavior Problems, Behavior Rating Scales, Concurrent Validity
Classwide Interventions for Students with ADHD: A Summary of Teacher Options Beneficial for the Whole Class
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Harlacher, Jason E.; Roberts, Nicole E.; Merrell, Kenneth W. – TEACHING Exceptional Children, 2006
Attention deficit/hyperactivity disorder (ADHD) is a behavioral disorder characterized by inattention, impulsivity, and hyperactivity. The presence of ADHD is associated with behavioral and academic difficulties within a classroom setting. With a prevalence rate of 3% to 5%, teachers will undoubtedly come in contact with a student with ADHD at one…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Behavior Problems, Classroom Techniques