Measures and Forms for Researchers and Clinicians

These assessment tools were used for past studies. These assessments are a combination of parent and teacher reports, home and school observations and assessments of children’s emotional, social, and problem solving skills. To assist in evaluation activities, we have developed or revised a variety of tools and forms and offer them to facilitate the research and clinical work of others.

Note that some of the studies evaluate treatment versions of the programs for children diagnosed with Oppositional Defiant Disorder and others are for prevention interventions with high risk and socio-economically disadvantaged populations.

Please visit the article library at right to view and download published summaries of the measures and to see what variables were changed significantly by the programs delivered.

Commonly Used Measures and Forms

Learn about proper use of these materials
+Measures and Forms for Parent Programs

For Well Baby Program

Well Baby Program Parent Satisfaction Questionnaire
Monthly Well-Baby Parent Evaluation

For Baby and Toddler Programs

Baby Group Leader Collaborative Process Checklist
Baby Program Survey Measure (Pretest)
Baby Program Short Parent Satisfaction Questionnaire
Baby Program Parent Satisfaction Questionnaire
Baby Program Parent Satisfaction Questionnaire (Spanish Version)
Baby Program Parent Satisfaction Questionnaire (British Version)
Toddler Program Parent Satisfaction Questionnaire
Toddler Program Parent Satisfaction Questionnaire (British Version)

For Parent Programs

Parent Group Leader Process Checklist
Parent Group Leader Fidelity Checklist (Long Version, optional)
Parent Final Satisfaction Questionnaire
Parent Final Satisfaction Questionnaire (Spanish)
Parent Program Implementation Fidelity Questionnaire
Parent & Child Program Session Allignment
Parent Weekly Evaluation
Parent Weekly Evaluation (EMOJI Version)

For Autism Spectrum and Language Delays Program

Autism Program Parent Weekly Evaluation
Autism Program Parent Final Satisfaction Questionnaire
Autism Process Checklist (Supplement - Use with Full Basic Checklist)

For Parent Home Coach Program

Home Coach Final Parent Evaluation
Parent Home Coach Self Evaluation
Parent Home Coach Process Checklist
Home Coach Parent Weekly Evaluation (Preschool)

Parent Demographics

Initial Parent Interview
Follow Up Parent Interview
Intake Interview for Clinic Families

Pre/Post Evaluations, Quality Assurance Forms

Satisfaction Forms

*See also Satisfaction forms above

Basic Parent Program Summary Scores
Computing Scale Scores for Parent Satisfaction Questionnaire

Daily Telephone Discipline Interview

Parent Daily Report Checklist
Parent Discipline Interview
Parent Discipline Interview (Coding System)
Parent Discipline Interview (Coding Sheet)
Parent Discipline Interview (Tally Sheet)
Parent Discipline Interview (Coding Example)

Assessment of Parenting – Attentive Parenting

Attentive Parenting Survey Measure

Parent Practices Inventory – This questionnaire is adapted from the Oregon Social Learning Center’s Discipline Questionnaire and revised for young children. It can be administered as an interview or used as a self report questionnaire and is completed by the child’s primary caregiver.

Parenting Practices Inventory, Interview Form
Parenting Practices Inventory Scoring Guide
Parenting Practices Interview (Chinese, Zip)
Parenting Practices Interview (Vietnamese, Zip)
Parenting Practices Inventory, Interview (Dutch)
Parenting Practices Inventory, Interview (Danish)
Parent Practices Inventory (French)
Parenting Practices Inventory, Information (Portuguese)
Parenting Practices Inventory, Information (Spanish)

Parent Social Competence Scale – (P-Comp) – This instrument, developed by the Conduct Problem Prevention Research Group (Fast Track), consists of 12 items that assess the child’s positive social behaviors as perceived by the parent, including frustration tolerance and communication skills. A total social competence score is derived.

Parent Social Competence Scale (PCOMP) Questionnaire
PCOMP Summary Scales
P-Comp (Danish)

Parent Stress Index

View the Parenting Stress Index, developed by Richard Abidin, on the Psychological Assessment Resources, Inc. website.

Parenting Scale

Parenting Scale and Scoring Information

Scale Developed by Susan G. O’Leary, David S. Arnold, Lisa S. Wolff, &
Maureen M. Acker. Psychology Department, Stony Brook University, Stony Brook, NY 11794-2500

Parenting Scale (French)

Parent Report of Behavior Problems

The Eyberg Child Behavior Checklist (ECBI), developed by S. Eyberg, measures conduct problems in children and adolescents quickly, easily, and accurately. These measures are available on the Psychological Assessment Resources, Inc. website.

INVOLVE for Teachers and Parents

The following two questionnaires evaluate the amount and quality of parents’ involvement with their children’s education at home and at school. They are completed by parents and teachers separately.

INVOLVE form for Teachers
INVOLVE form for Parents
INVOLVE form for Parents (Spanish version)

INVOLVE Questionnaires Information – summary scales and internal consistency scores for both forms.

INVOLVE form for Teachers and Parents (pre-2004)
INVOLVE form for Teachers and Parents (2004)
Scales and Internal Consistency for Scales (Revised 2006)
+Measures and Forms for Child Programs

Small Group Dinosaur

Small Group Dina Parent Satisfaction Questionnaire
Parent Satisfaction Questionnaire (Small Group Dina, Chinese)

Classroom Dinosaur

Classroom Dina Parent Satisfaction Questionnaire
Classroom Dina Parent Satisfaction Questionnaire (Spanish)
Classroom Dina Process Checklist
Teacher Best Practices Inventory

Child Assessments

Wally Social Skills and Problem Solving Game – The Wally game assesses both the qualitative and quantitative dimensions of a child’s social problem solving. The game uses a game-fantasy approach and 13 brightly colored pictures of hypothetical problem situations related to object acquisition and friendship skills.

Wally Test for Boys (Note: We only used the first 13 in the analysis.)

Wally Test for Girls (Note: We only used the first 13 in the analysis.)

Wally Test - Picture list for Treatment Studies
Wally Test - Picture list for Prevention Studies
Wally Problem Solving Test Assessment Directions
Coding Form for Wally Test
Codes for Wally Test (by category)
Codes for Wally Test (negative-positive-neither)
Codes for Wally Test (numerically)
Wally Test Categories (prosocial, agonistic)
Wally Test (IES Wings Adaptation)
Wally Test Picutres (IES Wings Adaptation)

Wally Feelings Game – Children are shown 8 colored pictures of problem situations and then asked how they would feel if this happened to them and what they would do or say to solve the problem.

Wally Feeling Test for Boys
Wally Feeling Test for Girls
+Measures and Forms for Teacher Programs
TCM Teacher Process Checklist
TCM Teacher Satisfaction Questionnaire
Teacher Peer and Self Evaluation
Teacher Peer and Self Evaluation (Editable form)
Teacher Self Reflection Inventory
Best Practices Inventory (TCM)
Best Practices Inventory (Portuguese)
Survey - Teacher Report of Special Services

Incredible Beginnings™ Measures and Forms

Incredible Beginnings™ Peer Self Evaluation (Editable)
Incredible Beginnings™ Process Checklist
Incredible Beginnings™ Final Satisfaction Questionnaire
Incredible Beginnings™ Self-Reflection Inventory
Teacher/Childcare Provider Practices Inventory

Teacher Strategies Questionnaire

Teacher Strategies Questionnaire (American)
Teacher Strategies Questionnaire (British)
Teacher Strategies Questionnaire (Portuguese)
Teacher Strategies Questionnaire (Scoring)
Teacher Strategies Questionnaire (Zip - 1998-2005)

Teacher Report of Social Competence and Behavior

Social Competence and Behavior Evaluation (SCBE) – Preschool Edition (LaFreniere, Dumas, Dubeau, & Capuano, 1992)
This measure is an 80-item Likert rating scale developed to assess patterns of social competence, emotional regulation and expression, and adjustment difficulties in children from preschool through age 8 years. It has been normed with Head Start multi-ethnic children (LaFreniere & Dumas, 1995). The questionnaire, completed by teachers, has four summary scores (social competence, internalizing problems, externalizing problems and general adaptation) balanced for positive (competence) and negative (emotional or behavior problems) items, covering an extensive array of behaviors commonly seen within a preschool setting. The scale has good internal consistency, with Chronbach’s alpha coefficients ranging from .80 to.89. The externalizing problems and social competence scores loaded onto the child conduct problems at school construct. Chronbach’s alpha for the ethnic groups ranged from .86-.95. Reference for this measure:http://fasttrackproject.org/techrept/#scp and the SCBE available to purchase on the WPS website.

INVOLVE for Teachers and Parents

The following two questionnaires evaluate the amount and quality of parents’ involvement with their children’s education at home and at school. They are completed by parents and teachers separately.

INVOLVE form for Teachers
INVOLVE form for Parents
INVOLVE form for Parents (Spanish version)

INVOLVE Questionnaires Information – summary scales and internal consistency scores for both forms.

INVOLVE form for Teachers and Parents (pre-2004)
INVOLVE form for Teachers and Parents (2004)
Scales and Internal Consistency for Scales (Revised 2006)
+Measures for Classroom Observations
Classroom Observations are typically done by trained researchers.
Independent Observation of Children in Classroom (MOOSES) – This computer-based classroom observation coding system developed by John Tapp and Joe Wehby at Vanderbilt University describes children’s behaviors in the classroom and on the playground. It includes discrete events as well as duration events (e.g., percent of time disengaged from class activities.)
MOOSES Independent Classroom Observation Coding Manual (2000)
Post Observation Inventory – A post-observation inventory that is completed by school observers to assess children’s behaviors such as fighting, refusing to accept authority, harming others, breaking rules as well as prosocial behaviors such as friendliness, staying on task, completing assignments and cooperativeness. This inventory is completed after each 30 minute observation of the target child.
Child Post Observation Inventory - Social Health Profile
Classroom Atmosphere Measure – This 10-item questionnaire developed by Fast Track (Conduct Problems Prevention Research Group) is completed by school observers rating overall classroom atmosphere. Measures include overall disruptive behavior and student responsiveness to rules. This inventory is completed after each 30 minute observation of the target child.
Classroom Atmosphere Measure
Teacher Coder Impression Inventory (TCI) – This tool measures the quality of teacher-child interactions in the classroom and is completed after a 30 minute observation. We have used it on teachers from Headstart through grade 3 in our current study.
Teacher Coder Impressions Inventory (TCI)
Teacher Coder Impression Inventory (TCI) –  Summary scales, component items and internal reliability
Teacher Coder Impressions Inventory (TCI) Summary Scores
+Measures for Home Observations
Home Observations are typically done by trained researchers.

FAQ - Using the CII & DPICS

Dyadic Parent-Child Interaction Coding System (DPICS) – This coding manual provides complete definitions for assessing parent and child interactions.  It was revised by The University of Washington Parenting Clinic from a system originally developed by Dr. Sheila Eyberg. (136 pages)

DPICS Home Observation Manual
DPICS-R Summary Scales (2006)
DPICS Home Observation Tally Sheet
Using DPICS For Psychometric Analysis

Coder Impressions Inventory (CII) – This assessment of parenting styles is completed following a half-hour observation of the parent-child interaction in the home.

CII Observations of Parent-Child Interactions at Home
Coder Impressions Inventory Guidelines
Coder Impressions Inventory Summary Scales (2006)
Coder Impressions Inventory Summary Scales (2004)
+Fidelity Measures - Rating Scales
Baby Group Leader Collaborative Process Checklist
This rating scale is designed for researchers or certified mentors/trainers to complete following observation of a session (live or video observation).

Parent Group Leader Process Checklist

This rating scale is designed for researchers or certified mentors/trainers to complete following observation of a session (live or video observation).

Child Small Group Leader Fidelity Scale (for mentors/trainers)

This rating scale is designed for researchers or certified mentors/trainers to complete after observing a therapist complete a 2-hour small group session (live or video observation).

Classroom Dina Group Process Fidelity Scale

This rating scale is designed for researchers or certified mentors/trainers to complete after observing a teacher complete a daily lesson plan (live or video observation).

Teacher Classroom Management Fidelity Checklist

This rating scale is designed for researchers or certified mentors/trainers to complete following live or video-recorded observation of a Teacher Classroom session or portion of a session.

Questions

We receive many requests for help with these measures each week and regret that we cannot respond individually to each of these requests. We have compiled a Q&A of commonly asked questions and answers.

Commonly Asked Questions Regarding Randomized Treatment Research

Historical Evaluation Measures and Forms

If you are not able to find what you are looking for in the section above, “Commonly Used Measures and Forms,” feel free to contact us. Attached is a PDF list of all historical evaluation forms that were used in the original program research. You may e-mail us if you would like to obtain specific forms off the list, and we will send them to you.

List of Historical Measures