EBPS-2 QUICK SCORE SCHOOL VERION EMPIRICAL INTERPRETATION PROFILE SAMPLE

Transcription

1 Name of child: Andrew Thomas School: Midvale Elementary1 Date of rating: 1 2 Rated by (observers name): EMOTIONAL AND BEHAVIOR PROBLEM SCALE-2 SCHOOL VERSION RATING FORM (years) (months) (days) M. Jackson Gender: Grade: State: Male K PA Social Aggression/ Conduct Disorder Social-Emotional Withdrawal/Depression Learning/Comprehension Disorder Avoidance/ Unresponsiveness Aggressive/Self- Destructive Sum of 3 (Appendix E ) Raw 3 1 SCHOOL VERION SE (Appendix D) (Appendix F) (Appendix E) (Appendix F) Social Social Aggression/ Emotional Learning/ Aggressive/ Conduct Withdrawal/ Comprehension Avoidance/ Self- s Disorder Depression Disorder Unresponsiveness Destructive s s Rank 0 > < EBPS-2 SV Copyright 01 Hawthorne Educational Services, Inc. Page 1 of

2 EMOTIONAL AND BEHAVIOR PROBLEM SCALE-2 SCHOOL VERSION RATING FORM Raw (Appendix A) (Appendix C) Name of student: Andrew Thomas School: Midvale Elementary1 Gender: Grade: State: Male K PA Learning Problems Interpersonal Relations Date of rating: 1 12 (years) Rated by (observer's name): s Learning Problems M. Jackson Interpersonal Relations 2 21 (months) (days) Inappropriate Unhappiness/ Behavior Depression Physical Symptoms/Fears Inappropriate Behavior Unhappiness/ Depression Physical Symptoms/Fears Sum of (Appendix B) (Appendix B) (Appendix C) SCHOOL VERION s s 0 > <1 EBPS-2 SV Copyright 01 Hawthorne Educational Services Rank Page 1 of

3 The Social Aggression/Conduct Disorder subscale represents the acting out and socially inappropriate interpersonal behavior patterns. It includes those behaviors which interfere with social interaction (e.g., fighting, inappropriate comments, yelling, throwing things, and making noises) and socially aggressive behavior indicating disregard for other's feelings or rights. Impulsivity, noncompliant and nonadaptive behavior, negative response to redirection or constructive criticism, and a disregard for rules are also included in this subscale. Andrew scored at the mean on the Social Aggression/Conduct Disorder subscale. 3. Becomes overexcited (e.g., loses control in group activities, forgets rules, becomes loud, etc.) The Social-Emotional Withdrawal/Depression subscale assesses behaviors which represent limited interaction with others either individually or in a group and nonacceptance by peers. It includes behaviors indicating mood swings, nervous behaviors, and phobic reactions to persons or experiences in the environment. Andrew scored within one standard deviation above the mean on the Social-Emotional Withdrawal/Depression subscale. The Learning/Comprehension Disorder subscale assesses behaviors associated with learning or academic progress. It represents an inability to learn at a rate commensurate with nonhandicapped peers which stems from emotional/behavioral influences rather than intelligence or a learning disability. Behaviors in this subscale include difficulty with memorization and understanding abstract concepts, difficulty with reading comprehension, and a need for repeated drill and practice to learn skills that others master easily. Andrew scored at the mean on the Learning/Comprehension Disorder subscale. The Avoidance/Unresponsiveness subscale assesses behaviors which reflect apathy, avoidance of tasks, and lack of response to others. It represents a flatness of emotion which is often characterized by failure to perform, absenteeism, and academic failure. Andrew scored within one standard deviation above the mean on the Avoidance/Unresponsiveness subscale. The Aggressive/Self-Destructive subscale assesses behaviors which are dangerous or destructive toward self, others, or property. It represents internalized and externalized aggression taking the form of suicide threats, self-destructive behaviors (e.g., hitting or scratching self), physical assault of others, destruction of property, and stealing or forcibly taking things. Andrew scored within one standard deviation above the mean on the Aggressive/Self-Destructive subscale. SCHOOL VERION BEHAVIORS OF CONCERN SAMPLE

4 Name of child: Andrea Jackson School: Midvale Elementary Date of rating: 1 2 Rated by (observers name): EMOTIONAL AND BEHAVIOR PROBLEM SCALE (years) (months) (days) HOME VERSION RATING FORM M. Jackson Gender: Grade: State: Female 1 PA Social Aggression/ Conduct Disorder Social-Emotional Withdrawal/Depression Learning/Comprehension Disorder Avoidance/ Unresponsiveness Aggressive/Self- Destructive Sum of (Appendix E) Raw (Appendix D) (Appendix F) (Appendix E) (Appendix F) Social Social Aggression/ Emotional Learning/ Aggressive/ Conduct Withdrawal/ Comprehension Avoidance/ Self- s Disorder Depression Disorder Unresponsiveness Destructive s s Rank 0 > <1 HOME VERION EBPS-2 HV Copyright 01 Hawthorne Educational Services, Inc. Page 1 of

5 EMOTIONAL AND BEHAVIOR PROBLEM SCALE-2 HOME VERSION RATING FORM Raw (Appendix A) (Appendix C) Name of child: Andrea Jackson Gender: Female School: Midvale Elementary Grade: 1 State: PA Learning Problems Interpersonal Relations Date of rating: s 1 12 (years) Rated by (observer's name): (months) (days) Inappropriate Behavior Unhappiness/ Depression Physical Symptoms/ Fears M. Jackson Sum of (Appendix B) (Appendix C) 3.0 Learning Interpersonal Inappropriate Unhappiness/ Physical Problems Relations Behavior Depression Symptoms/Fears s s 0 > <1 21 (Appendix B) HOME VERION Rank EBPS-2 HV Copyright 01 Hawthorne Educational Services, Inc. Page 1 of

6 The Learning Problems subscale assesses behaviors conducive to learning, ability to control bodily movements, academic performance, memory and comprehension skills, and skill in maintaining attention to a task. It represents the children or youth who do not respond to traditional learning experiences and are not successful in learning without special attention or assistance in the home environment from parents or guardians. The understanding is that the learning difficulty is behavioral, thus constituting its inclusion in the need to consider the failure to learn, without other explanation, as a behavior disorder. Andrea scored within one standard deviation above the mean on the Learning Problems subscale. The Interpersonal Relations subscale assesses social skills conducive to the formation of positive relationships with other persons in the home or residential setting. Items within this subscale include such behaviors as fighting, inappropriate comments, agitation or provocation of others, difficulties within the community, ignoring consequences of one's behavior, difficulties at meal times, and refusal to follow household directions or rules. It encompasses the inclusion of behaviors ranging from the inability to make or keep friends to the acting out/aggressive behavior which interferes with resolving conflict, etc. The range of behaviors runs from passivity to aggressiveness as exhibited in varying forms by all age groups,.0 years through 1 years. Andrea scored within one standard deviation above the mean on the Interpersonal Relations subscale. HOME VERION BEHAVIORS OF CONCERN SAMPLE