Timeline:

All teachers were asked to complete a child report form for each participating child.  During the Pre-K year these forms were collected in both the fall and the spring.  During the kindergarten year these forms were collected in the spring. Teachers were given the choice to complete the forms electronically or on paper.

Teacher Report Form Scales:

Set of Items Selected for Final Battery:

Classroom Learning Behaviors Scale: 

The Classroom Learning Behaviors Scale (Farran & Fuhs, 2011).  This scale includes items about independent work, compliance with and memory for instructions, decision making, persistence, and concentration.  This scale is comprised of 10 items from the work-related skills subscale of the Cooper-Farran (with author permission) along with 10 items derived from the Children’s Behavioral Questionnaire and Temperament Assessment Battery for Children.  Derived items were given behavioral anchors to align with the response format of the WRS.  All items on the Classroom Learning Behaviors Scale were rated on a 7 point scale. 

If you would like to use this scale, please contact Dr. Dale Farran at dale.farran@vanderbilt.edu

Example item:

20. TASK COMPLETION
1	2	3	4	5	6	7
Regularly completes activities; asks for more time if needed		Attempts to finish most activities		Sometimes leaves activities before completion		Starts activities but seldom finishes any

Three Original Scales Used:

Cooper-Farran Behavior Rating Scales: Work-Related Skills (WRS):

The Cooper-Farran Work Related Skills (Cooper & Farran, 1988). The work-related skills subscale includes items about independent work, compliance with instructions, memory for instructions, and completion of games and activities. The scale consists of 16 items rated on 1 to 7 scales. All items include behavioral anchors for ratings. Larger scores on the WRS reflect greater ability to follow directions, engage in planning, and organize sequences of behavior.

Example item:

1. RELEVANT PARTICIPATION IN GROUP DISCUSSIONS
1	2	3	4	5	6	7
Often contributes original ideas; relevant and responsive to others’ comments and interests		Makes an occasional relevant comment; attentive		Inattentive to others; quite but uninvolved		Makes irrelevant remarks; interrupts the flow

For more information see: Cooper, D., & Farran, D. C.  (1988). Behavioral risk in kindergarten. Early Childhood Research Quarterly, 3, 1-20.

Temperament Assessment Battery for Children (TABC):

The Temperament Assessment Battery for Children (Martin, 1988). This scale was developed to measure temperament (individual differences in reactivity to stimuli or event) characteristics of children aged 3 to 7 years.  The 16 Distractibility and Persistence items of the TABC were used. All items are rated on a 1 to 7 Likert scale (1 = hardly ever, 7 = almost always). Larger scores on the TABC reflect greater ability to be persistent and not to be distracted.

Example items:

1. Child is easily drawn away from his/her work by noises, something outside the window, another child’s whispering, etc. (Distractibility)
2. Child can continue at the same activity for an hour. (Persistence)

For more information see: Martin, R. P. (1988). The Temperament Assessment Battery for Children. Brandon, VT: Clinical Psychology Publishing.

http://www.coe.uga.edu/epit/academic-programs/spy/ph-d/faculty/

Permission from the author was obtained to use the TABC in this study.

 

Children’s Behavioral Questionnaire (CBQ):

The Children’s Behavioral Questionnaire (Rothbart et al., 2001). This scale was developed to measure temperament in childhood (3 to 7 years of age). The CBQ’s 25 Impulsivity and Attention Shifting items were used in the Self-Regulation Measurement Study. All items are rated on a 1 to 7 Likert scale (l = extremely untrue of your student, 7 = extremely true of your student). Larger scores on the CBQ reflect greater ability to shift attention and not to be impulsive.

Example items:

1. Sometimes interrupts others when they are speaking. (Impulsivity)
2. Needs to complete one activity before being asked to start on another one. (Attention Shifting)

For more information see: Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at 3-7 years: The Children’s Behavior Questionnaire. Child Development, 72, 1394-1408.

http://www.bowdoin.edu/~sputnam/rothbart-temperament-questionnaires/instrument-descriptions/childrens-behavior-questionnaire.html

Permission from the author was obtained to use the CBQ in this study.