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Direct linkErford, Bradley T.; Short, Sarah; Freeman, Angela – Assessment for Effective Intervention, 2012
The "Screening Test for Emotional Problems-Self-Report" (STEP-S) was designed to assess students aged 10 to 17 years referred for wide-ranging emotional disturbances categorized under the Individuals with Disabilities Education Improvement Act. Preliminary analysis indicated that subscale coefficients alpha ranged from 0.76 to 0.85 and…
Descriptors: Screening Tests, Emotional Problems, Emotional Disturbances, Students
Erford, Bradley T.; Gavin, Kate – Measurement and Evaluation in Counseling and Development, 2013
The Self-Efficacy Parent-Report Scale was designed to assess parent perceptions of self-efficacy of their children aged 7 to 17 years. Internal aspects of validity indicated a marginal fit of the data to the unidimensional model. External facets of validity indicated the Self-Efficacy Parent-Report Scale had excellent convergent and discriminant…
Descriptors: Psychometrics, Self Efficacy, Parent Attitudes, Parent Surveys
Erford, Bradley T.; Clark, Kelly – Measurement and Evaluation in Counseling and Development, 2011
The reliability and validity of scores on the Disruptive Behavior Rating Scale-second edition-teacher version (DBRS-II-T) was analyzed. The DBRS-II-T was designed to assess teacher observations of students referred for behavioral difficulties. The five-factor model fit the data poorly, but convergent and diagnostic validities were excellent.…
Descriptors: Behavior Rating Scales, Teachers, Reliability, Validity
Erford, Bradley T.; Duncan, Kelly; Savin-Murphy, Janet – Measurement and Evaluation in Counseling and Development, 2010
This study provides preliminary analysis of reliability and validity of scores on the Self-Efficacy Teacher Report Scale, which was designed to assess teacher perceptions of self-efficacy of students aged 8 to 17 years. (Contains 3 tables.)
Descriptors: Self Efficacy, Measures (Individuals), Psychometrics, Reliability
Erford, Bradley T.; Lowe, Samantha; Chang, Catherine Y. – Measurement and Evaluation in Counseling and Development, 2011
The Self-Evaluation Scale--Teacher version, used to assess teacher perceived self-esteem of students, was analyzed. A unidimensional model emerged from exploratory factor analysis, with cautious acceptance of data fit. Reliability and external aspects of validity were supported by the Self-Evaluation Scale--Teacher data.
Descriptors: Factor Structure, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals)
Erford, Bradley T.; Schein, Hallie; Duncan, Kelly – Assessment for Effective Intervention, 2011
The purpose of this study was to provide preliminary analysis of reliability and validity of scores on the "Self-Efficacy Self-Report Scale", which was designed to assess general self-efficacy in students aged 10 to 17 years. Confirmatory factor analysis on cross-validated samples was conducted revealing a marginal fit of the data to the…
Descriptors: Self Efficacy, Measures (Individuals), Factor Analysis, Self Disclosure (Individuals)
O'Brocki, Catherine M.; Moore-Thomas, Cheryl; Erford, Bradley T. – Measurement and Evaluation in Counseling and Development, 2007
The technical characteristics of scores on the Reading Essential Skills Screener-Upper Elementary Version (B. T. Erford, G. Vitali, R. Hass. & R. R. Boykin, 1995) were studied using 4 independent samples of boys and girls in Grades 4-6. Decision efficiency, principal axis factor analysis, internal consistency, 30-day test-retest reliability,…
Descriptors: Elementary School Students, Test Reliability, Construct Validity, Reading Skills
Erford, Bradley T.; Klein, Lauren – Educational and Psychological Measurement, 2007
The Slosson-Diagnostic Math Screener (S-DMS) was designed to help identify students in Grades 1 to 8 at risk for mathematics failure. Internal consistency, test-retest reliability, item analysis, decision efficiency, convergent validity, and factorial validity of all five levels of the S-DMS were studied using 20 independent samples of students…
Descriptors: Grade 1, Test Validity, Item Analysis, Test Reliability
Erford, Bradley T.; Balcom, Lindsey C.; Moore-Thomas, Cheryl – Measurement and Evaluation in Counseling and Development, 2007
This study provides preliminary analysis of reliability and validity of scores on the Screening Test for Emotional Problems, which was designed to identify students ages 5 to 18 years who are referred for wide-ranging emotional disturbances categorized under the Individuals With Disabilities Education Improvement Act (U.S. Department of Education,…
Descriptors: Emotional Problems, Disabilities, Test Validity, Screening Tests
Erford, Bradley T.; Biddison, Amanda R. – Assessment for Effective Intervention, 2006
The Math Essential Skills Screener--Upper Elementary Version (MESS-U) is part of a series of screening tests designed to help identify students ages 9-11 who are at risk for mathematics failure. Internal consistency, test-retest reliability, item analysis, decision efficiency, convergent validity and factorial validity of the MESS-U were studied…
Descriptors: Screening Tests, Test Validity, Factor Analysis, Item Analysis
Peer reviewedErford, Bradley T.; Peyrot, Mark; Siska, Laura – Measurement and Evaluation in Counseling and Development, 1998
Reliability and construct validity, including confirmatory factor analysis, of the ASQ-T were examined. Conners's 1989 and Margalit's 1983 factor models were compared on a new sample (N=70 teachers). Psychometric properties of the ASQ-T were examined, particularly its utility as a measure of attention deficit/hyperactivity disorder and comorbidity…
Descriptors: Attention Deficit Disorders, Behavior Disorders, Construct Validity, Factor Analysis
Peer reviewedErford, Bradley T.; Bagley, Donna L.; Hopper, James A.; Lee, Ramona M.; Panagopulos, Kathleen A.; Preller, Denise B. – Psychology in the Schools, 1998
The Math Essential Skill Screener Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test-retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1-3. The…
Descriptors: Elementary School Students, High Risk Students, Mathematics Skills, Primary Education
Erford, Bradley T. – Assessment for Effective Intervention, 2004
Technical characteristics of the Reading Essential Skill Screener--Preschool Version (RESS-P) were studied using four independent samples of boys and girls aged 3-5 years. A decision efficiency study (N = 91) resulted in a total predictive value (TPV) of .85 when compared with the criterion of teacher report/judgment of emerging literacy at-risk…
Descriptors: Early Reading, Test Validity, Test Reliability, Item Analysis
Erford, Bradley T.; Stephens, Vicki M. – Measurement and Evaluation in Counseling and Development, 2005
Technical characteristics of the Reading Essential Skills Screener-Elementary Version (RESS-E; B. T. Erford, G. Vitali, R. Haas, & R. R. Boykin, 1995) were studied using 4 independent samples of boys and girls between the ages of 6 and 8 years. Evidence of internal consistency, test-retest reliability, decision efficiency, factorial validity,…
Descriptors: Validity, Test Reliability, Reading Skills, Screening Tests
Peer reviewedErford, Bradley T.; Dorman, Stacy L.; Ivey, Elizabeth A.; Wingeart, Leah N. – Assessment for Effective Intervention, 2001
Four independent samples of children were used to study the reliability and validity of the Writing Essential Skill Screener, a measure designed to screen primary grade children at risk for writing difficulties. Among findings was that the measure is comprised of two dimensions, writing and name writing, that the factor structure did not fit the…
Descriptors: Disability Identification, Factor Structure, Primary Education, Psychometrics
