Standardized Assessment Outcomes
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Discussion, select a standardized outcome measure or select an article that examines strengths and limitations of the outcome measure.
A brief description of the standardized outcome measure you selected. Then, explain potential strengths and limitations of the outcome measure. Finally, explain potential benefits of using the standardized outcome measure compared with nonstandardized outcome measures. Be specific, and cite the article you selected.
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This solution examines strengths and limitations in measurements of standardized tests by comparing the outcomes with outcomes of non-standardized measurements.
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(a) A brief description of the standardized outcome measure you selected.
The Child Behavior Checklist (CBCL, Achenbach, 1992, 1991) is a parent-report questionnaire on which children are rated on various behavioral and emotional problems. The CBCL is a standardized measure that is widely used in child psychology for evaluating children's behavioral problems. The instrument is used to screen for emotional and behavioral problems in both children and adolescents. The BCL has two components - the Teacher's Report Form (TRF) that is to be completed by teachers, and the Youth Self-Report (YSR) to be completed by the child or adolescent. The CBCL can be used with children aged 6 to 18. It consists of 113 questions, scored on a three-point Likert scale (0=absent, 1= occurs sometimes, 2=occurs often). Respondents are asked to choose problems and/or events that occurred within the past six months (CBCL, Achenbach, 1992). The 2001 revision of the CBCL/6-18, is made up of eight syndrome scales: (a) anxious/depressed, (b) depressed, (c) somatic complains, (d) social problems, (e) thought problems, (f) attention problems, and (g) rule-breaking behavior. Other scales consist of higher order factors consist describing internalizing and externalizing problems. Included in the revision are categories of the including the addition of the Diagnostic and Statistical Manual of Mental Disorder (DSM-IV-TR [APA], 2000) categories of ...
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