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
For Well Baby Program


For Baby and Toddler Programs










For Parent Programs










For Group Leaders Offering Parent Programs Remotely


For Autism Spectrum and Language Delays Program





For Helping Preschool Children with Autism: Teachers & Parents Program





For Parent Home Coach Program






Parent Demographics



Pre/Post Evaluations, Quality Assurance Forms
Satisfaction Forms
*See also Satisfaction forms above


Daily Telephone Discipline Interview






Assessment of Parenting – Attentive Parenting

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.












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

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



Small Group Dinosaur



Classroom Dinosaur




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 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.












Incredible Beginnings™ Measures and Forms







For Helping Preschool Children with Autism: Teachers & Parents Program




Teacher Strategies Questionnaire





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



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.)






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)




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






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

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).

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).

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 ResearchHistorical 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.
