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The Parenting Clinic conducts in-depth assessments on all parents and children involved in its research projects. These assessments consist of 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 these evaluation activities, we have developed or revised a variety of tools and forms. We have placed these measures on our website in order to facilitate the research and clinical work of others. You may go to the articles section of the web site to get published summaries of the measures and to see what variables were changed significantly by the programs delivered. 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.

We receive many requests for help with these measures each week. We regret that we do not have the funding or staff to respond individually to each of these requests.
The following are some commonly asked questions to assist you in using this site.

I want to evaluate the parenting groups that I am running. What measures should I use? Starred measures are recommended as low cost evaluations for clinicians. Other measures are more costly and primarily applicable to researchers.
NOTE: in the following recommendations the ECBI, CBCL, SCBE, and TRF are published forms that are produced by other investigators and must be ordered from their publishers.

To evaluate the Parenting Program we suggest the following:
* Demographic Information and Family Background
* Parenting Practices Inventory (PPI)
* A parent report of child behavior: e.g., Eyberg Child Behavior Checklist (ECBI) or Achenbach Child Behavior Checklist (CBCL)
*A Teacher report of child behavior (e.g., Social Competence and Behavior Evaluation (SCBE) or Achenbach Teacher Report Form(TRF)
*Weekly session evaluations
*Parent Evaluation Satisfaction Form (post program)

To evaluate the Child Dinosaur Program we suggest the following:
*A Teacher report of child behavior (e.g., Social Competence and Behavior Evaluation (SCBE) or Achenbach Teacher Report Form(TRF)
*Parent Evaluation Satisfaction Form (post program)
*Teacher Evaluation Satisfaction Form (post program)

To evaluate the Teacher Program we suggest the following:
*Teacher Strategies Inventory
*Teacher Workshop Evaluations
*Teacher Evaluations Satisfaction Form (post program)

When should I administer questionnaires in order to measure improvement? We recommend having parents fill out pre-intervention questionnaires immediately before starting the group, and then fill out post-intervention questionnaires right after their last group session. For the parent and teacher training you may do the pre-assessments during your intake interview or during your first session. At the last session you could repeat these assessments and add the consumer satisfaction questionnaires. (This will likely add an extra session to your total number of sessions).

How do I know if parents have improved after the program? In our research studies we measure improvement by looking at how groups of intervention parents and children change compared to a control group of parents and children. For clinical purposes, one way to measure improvement is to see if parents report lower levels of harsh parenting and higher levels of positive parenting on the PPI from the pre to the post assessment. Another way is to see if parents report that their children's behavior has improved on the ECBI from pre to post. We have recently added some rough cut-off guidelines for the PPI that will assist you in determining whether parents' scores are in a problematic range. Parents who score above the cut-offs are probably at high-risk. If their scores drop below these cut-offs, that means they are at lower-risk. The ECBI and the CBCL have their own norms and can be used to determine improvement in child behavior.

Were these measures normed on large representative samples? There are no norms for our measures (although our research papers provide means and standard deviations for most scales in our different samples). These measures were developed for research purposes and, as such, are designed to look at whether groups of participants change in meaningful ways across time. Although we hope some day to use these measures in diagnostic ways (e.g., to determine whether a particular participant shows behavior in a clinical or normal range), at present we do not have the data to support the use of most of these scales in that way.

Will these measures work for other samples? We have used these measures with diverse samples of parents, teachers and children between the ages of 3-8. We often conduct a new factor analysis when we are analyzing data for a new population to assess the fit of the measure to that population. In general, the scales that we have created seem to be robust across samples (with some minor changes). We encourage everyone who is using these measures for research purposes to conduct their own factor analyses on the measures to confirm the utility of our scales in other samples.

Why do I see multiple versions of the same scale listed on the website with different scoring directions? These measures have been revised multiple times over the years. We have included both older and revised versions of our questionnaires on this website because we receive requests about many different versions. If you are reading about a measure in an article and the items don't match up exactly with the website copies that probably indicates that you are looking at a different version (not all versions are on the website). In general, most scales have stayed stable enough across the years to measure the same construct even though scale names and some scale items have changed.

What version of a measure should I use? We recommend using the most recent version whenever possible.

We hope that this website is helpful to you. We are also sorry that we do not have the staffing to answer all your questions individually. Whenever we can, we update the site with new information that we hope will be helpful!

Sincerely,
The University of Washington Parenting Clinic

Important
These tools are password protected. To get a password, we ask that you fill out a brief electronic form. This will provide us with some information about who you are and how you will use these tools. It also asks that you to agree to certain usage conditions.

To access this form, click here.

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.

    Pictures used for Treatment Studies and Prevention Studies

    Note: to insure the quality of the printed version of Wally's test, the file sizes of the two documents are large. Please be patient as they download.

    Wally's Test for boys: PDF Note: We only used the first 13 in the analysis.
    Wally's Test for girls: PDF Note: We only used the first 13 in the analysis.

    Wally's Manual: PDF
    Codes for Wally's Test (By Category): PDF
    Codes for Wally's Test (Neg, Pos, Neither): PDF
    Wally's Coding Form: PDF
    Problem Solving Codes (Numerically): PDF

    Wally's Categories (Prosocial, Agonistic): PDF

  • 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.

    Note: to insure the quality of the printed version of the Wally Feelings game, the file sizes of the two documents are large. Please be patient as they download.


    Wally Feeling Test for boys: PDF
    Wally Feeling Test for girls: PDF

Classroom Observations

  • 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.  
    PDF
  • Independent Observation of Children in Classroom-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.)
    PDF
  • 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.  
    PDF
  • 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. 
     PDF
  • Teacher Coder Impression Inventory (TCI)-Summary scales, component items and internal reliability
    PDF

*Consumer Satisfaction Forms

*Parents

  • Basic Parent Program Summary Scores
    PDF
  • Basic Parent Questionnaire Evaluation Form for Incredible Years Parent Group
    (for use by group leaders) revised 6/15/06

    PDF

  • Parent Evaluation of Basic+Advanced+School Program
    PDF
  • Parent Evaluation of Classroom Dinosaur Program
    PDF
  • Parent Evaluation of Clinic Dinosaur Program
    PDF
  • Parent Evaluation of Parent Program, Year 1
    PDF Scoring Instructions PDF
  • Parent Evaluation of Parent Program, Year 2
    PDF Scoring Instructions PDF
  • Parent Program Weekly Evaluation Form
    PDF
  • 2005 Parent Evaluation of Treatment Program
    PDF

*Teachers

  • Teacher Evaluation of Classroom Dinosaur Program
    PDF
  • Teacher Classroom Management Satisfaction Questionnaire
    PDF
  • Teacher Workshop Evaluation Form
    PDF

*Leaders

  • Parent Program Leader Workshop Evaluation Form
    PDF
  • Parent Program Evaluation/Attendance Form, Year 1
    PDF
  • Parent Program Evaluation/Attendance Form, Year 2
    PDF
  • Parent Program Evaluation/Attendance Form, ADHD grant
    PDF

*Daily Telephone Discipline Interview

  • Parent Daily Report Checklist--This checklist of 25 negative behaviors and 20 positive behaviors is competed by parents. They target the negative behaviors they would like to see less of and the positive behaviors they would like to see more of.   
    PDF
  • Coding Examples for Daily Discipline Interview (DDI)--A list of the negative and positive behaviors taken from interviews, an explanation of the situation, how the parent handled it and what was actually coded for each example.
    PDF

  • Coding System for Daily Discipline Interview--This coding system developed at The Parenting Clinic consists of 82 codes (defined) for categorizing parent discipline responses. Examples include hitting, yelling, grounding, teaching, and praising.
    PDF
  • Coding Sheet for Daily Discipline Interview   
    PDF
  • Daily Discipline Interview Tally Sheet   
    PDF
  • Daily Discipline Interview   
    PDF

Fidelity Checklists

Child Program

  • Incredible Years Preschool Dina Program Lesson Units--includes checklists for units one through seven. PDF
  • Incredible Years Dina Program Lesson Units Year 1--includes checklists for units one through seven. PDF
    Teleform checklists for researchers: 1-2, 3, 4-5, 6-7
  • Incredible Years Dina Program Lesson Units Year 2--includes checklists for units one through seven. PDF
    Teleform checklists for reseachers: 1-2, 3, 4-5, 6, 7

  • Child Group Leader Evaluations (Sessions, Attendance, etc.) PDF
  • Dinosaur Small Group Treatment Process Fidelity Checklist
    A checklist for evaluating the fidelity of dinosaur small group treatment sessions

  • Teacher Child Group Process Checklist PDF--includes checklist for evaluating dinosaur curriculum including large group circle time skills, using videotapes to stimulate role plays, small group practice activities and promotion activities. These checklists can be used by teachers as self-evaluation tools or by supervisors to give feedback about curriculum delivery.
  • Teacher Child Group Process Rating Scale PDF--includes same items in child checklist described above but rates skills on a 7-point Likert scale. This measure is used by researchers to evaluate quality and integrity of program delivery.

    Parent Program
  • Incredible Years Basic Parenting Program Checklist--includes agendas and checklists for sessions one through twelve, as well as a toddler version of the basic program. PDF
    Teleform checklists for Researchers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
  • Incredible Years Advance Parenting Program Checklist--includes agendas and checklists for sessions one through eight. PDF
    Teleform checklists for Researchers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
  • Incredible Years School Age Parenting Program Checklist--includes agendas and checklists for sessions one through four. PDF
  • Peer and Self-Evaluation Interpersonal Process Form PDF--includes group process and interpersonal skills which are important aspects of delivering this program to parents. This form can be used for peer review and supervisors to give feedback to group leaders.
  • Parent Group Leader Protocols and Checklists for Children (4 - 6 years) with ADHD
  • Parent Group Leader Collaborative Process Checklist PDF--includes checklist for evaluating one 2-hour parent group session including review of homework activities, use of videotape vignettes to trigger discussions, effectiveness of role plays, use of parents' principles and ways leaders handle resistance. These checklists can be used by mentors and trainers to give feedback after live review or videotape review of sessions. These checklists are also helpful tools for group leader self-evaluations and for determining readiness for certification.
  • Parent Group Leader Rating Scale PDF--this includes same items as in parent process checklist described above but rates skills on a 7-point Likert scale. This measure is used by researchers to evaluate the quality and integrity of the program delivery.

    NOTE: Weekly parent evaluations and final evaluations are also measures of quality of program delivery. (see consumer satisfaction forms)

Followup for Clinic Families

  • One and Two-Year Followup Questionnaire for Clinic Families
    PDF

Group Leader Questionnaires

Child Program

  • Incredible Years Child Training Teacher/Dinosaur Group Leader and Organization Background Questionnaire. PDF
  • Incredible Years Group Leader Implementation and Evaluation of Classroom Dinosaur Child Program. PDF

Parent Program

  • Incredible Years Parent Group Leader and Agency Background Questionnaire. PDF
  • Incredible Years Group Leader Implementation and Evaluation of Parent Program. PDF

Home Observations

  • FAQ's
  • Coder Impressions Inventory--This is completed following a half-hour observation of the parent-child interaction in the home. It assesses parenting styles.
    PDF
  • Coder Impressions Inventory Guidelines--Helpful guidelines for completing the Inventory
    PDF
  • Coder Impressions Inventory Summary Scales   
    PDF
    2004 Article Summary Scales

    2006: Items in Scales and Internal Consistency for Scales Revised
  • Dyadic Parent-Child Interaction Coding System (136 pages)--This coding manual provides complete definitions for assessing parent and child interactions. It was revised by The Parenting Clinic from a system originally developed by Dr. Sheila Eyberg.   
    PDF
  • Dyadic Parent-Child Interactive Coding System--Summary Scores & Internal Consistency   
    PDF
    2006: Items in Scales and Internal Consistency for Scales Revised
  • Data Tally Sheet    
    PDF
  • Home Observation Procedures (16 pages) - This brief manual describes the rules and procedures for home visits, the home observation measures and videotaping parent-child play sessions.
    PDF

INVOLVE Parent & Teacher
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.

*LIFT Parenting Practices

  • Parent Practices Interview Form--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.  
    PDF
    (old form)
    PDF (new form)
  • Parent Practices Interview Form (Chinese version)
    PDF
  • Parent Practices Interview Form (Spanish version)
    PDF
  • Parent Practices Interview Form (Portuguese version)
    PDF and accompanying article PDF
  • Parenting Practices Interview Information--summary scales, internal consistency scores and reference articles. 
    PDF old form
    PDF new form
    PDF items used in 2004 article
    2006: Items in Scales and Internal Consistency for Scales Revised
    PPI Cutoffs 2006

P-Comp

  • Social Competence Scale - Parent (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.  
    PDF
  • Social Competence Scale - Parent (P-COMP)--summary scales, internal consistency scores and reference articles. 
    PDF

    2006: Items in Scales and Internal Consistency for Scales Revised

*Parent Demographics

  • Initial Parent Interview
    PDF
  • Follow-up Parent Interview
    PDF
  • Intake Interview for Clinic Families
    PDF

*Parent Report of Behavior Problems

  • The Eyberg Child Behavior Checklist (ECBI) developed by S. Eyberg is available by contacting the Customer Support Department at Psychological Assessment Resources, Inc. PAR's website address is:
    www.parinc.com or you may contact them via e-mail at CustServ@parinc.com, or via telephone at (800) 331-8378.

Parent Report of Special Services

Peer Interactions

  • Dyadic Peer Interaction coding system (Webster-Stratton, 1995), a
    derivative of the Dyadic Relationships Q-set developed by Akerns (1988) and the PPS-I CARE (Webster-Stratton, Hollinsworth, & Rogers, 1991) was developed to specifically evaluate children's social skills and conflict management strategies. The coding system resulted in 3 factors: Aggressive with Peer (6 items), Inappropriate Play (8 items) and Positive Communication (4 items).

    PDF

Peer Problem-Solving Interaction Communication-Affect Rating Coding System (PPS-I CARE).

  • The PPS-I CARE coding system (Webster-Stratton, Hollinsworth, & Rogers, 1991a), a derivative of Gottman's MACRO and MICRO friendship observations measures, was developed to specifically evaluate children's social skills and conflict management strategies. Description
  • PPS-I CARE Coding Manual
  • PPS-I CARE Coding Sheet

Problem-Solving-Interaction Communication-Affect Rating-Engagement Coding System (PS-I CARE).

  • The PS-I CARE coding system (Webster-Stratton, King, & Hollinsworth, 1991b), was developed to code marital conflict management skills from videotapes of marital problem-solving discussions in the clinic. Description
  • PS-I CARE Coding Manual
  • PS-I CARE Coding Sheet

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. Please see www.abnormalchild.com where the SCBE is featured on Jean Dumas' website. He is currently McCourtney Professor of Child Psychology at The Pennsylvania State University (e-mail at jdumas@psu.edu). Contact Western Psychological Services at wpspublish.com for information on ordering the measure.

Teacher Report of Special Services

*Teacher Strategies Questionnaire

  • Teacher Strategies Questionnaire--This questionnaire asks teachers to rate the frequency with which they use a number of teaching strategies and their ratings of the usefulness of each strategy.
    PDF
  • Teacher Strategies Information (1998)-- Summary scales and internal consistency scores. 
  • Teacher Strategies Information (2005)

 


For information:
The Parenting Clinic
UW School of Nursing
(206) 543-6010


 
 
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