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Devereux Student Strengths Assessment (DESSA): Scales and Associated Items
Self-Awareness: A child’s realistic understanding of her/his strengths and limitations and consistent desire for self-improvement. 41. make accurate statements about events in her/his life? 49. teach another person to do something? 57. ask questions to clarify what he/she did not understand? 58. show an awareness of her/his personal strengths? 59. ask somebody for feedback? 62. describe how he/she was feeling? 63. give an opinion when asked? Social-Awareness: A child’s capacity to interact with others in a way that shows respect for their ideas and behaviors, recognizes her/his impact on them, and uses cooperation and tolerance in social situations. 8. cope well with insults and mean comments? 11. get along with different types of people? 17. act respectfully in a game or competition? 19. respect another person’s opinion? 22. contribute to group efforts? 25. resolve a disagreement 27. share with others? 31. cooperate with peers or siblings? 34. forgive somebody who hurt or upset her/him? Self-Management: A child’s success in controlling his or her emotions and behaviors, to complete a task or succeed in a new or challenging situation. 43. pay attention? 44. wait for her/his turn?
46. focus on a task despite a problem or distraction? 48. act comfortable in a new situation? 51. perform the steps of a task in order? 53. think before he/she acted? 54. pass up something he/she wanted, or do something he/she
did not like, to get something better in the future? 56. accept another choice when his/her first choice was
unavailable? 60. stay calm when faced with a challenge?
67. adjust well to changes in plans? 72. adjust well when going from one setting to another? Goal-Directed Behavior: A child’s initiation of, and persistence in completing, tasks of varying difficulty. 3. keep trying when unsuccessful? 9. take steps to achieve goals? 12. try to do her/his best? 13. seek out additional knowledge or information? 14. take an active role in learning? 15. do things independently? 18. ask to take on additional work or responsibilities? 26. show creativity in completing a task? 29. seek out challenging tasks? 33. work hard on projects? Relationship Skills: A child’s consistent performance of socially acceptable actions that promote and maintain positive connections with others.
38. compliment or congratulate somebody? 40. do something nice for somebody? 45. show appreciation of others? 47. greet a person in a polite way? 50. attract positive attention from peers? 55. express concern for another person? 61. attract positive attention from adults? 64. make a suggestion or request in a polite way? 70. offer to help somebody? 71. respond to another person’s feelings?
Personal Responsibility: A child’s tendency to be careful and reliable in her/his actions and in contributing to group efforts.
1. remember important information? 4. handle his/her belongings with care? 6. serve an important role at home or school? 20. encourage positive behavior in others? 21. prepare for school, activities, or upcoming events? 23. do routine tasks or chores without being reminded? 24. act as a leader in a peer group? 28. get things done in a timely fashion? 32. show care when doing a project or school work? 35. follow rules? Decision Making: A child’s approach to problem solving that involves learning from others and from her/his own previous experiences, using her/his values to guide her/his action, and accepting responsibility for her/his decisions. 37. follow the example of a positive role model? 39. accept responsibility for what she/he did? 42. show good judgment? 52. seek advice? 65. learn from experience? 66. follow the advice of a trusted adult? 68. show the ability to decide between right and wrong? 69. use available resources (people or objects) to solve a
problem? Optimistic Thinking: A child’s attitude of confidence, hopefulness, and positive thinking regarding herself/himself and her/his life situations in the past, present, and future. 2. carry herself/himself with confidence? 5. say good things about herself/himself? 7. speak about positive things? 10. look forward to classes or activities at school? 16. say good things about his/her classmates? 30. say good things about the future? 36. express high expectations for himself/herself?
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162
This form describes a number of behaviors seen in some children. Read the statements that follow thephrase: During the past 4 weeks, how often did the child… and place a check mark in the box under-neath the word that tells how often you saw the behavior. Answer each question carefully. There are noright or wrong answers. Please answer every item. If you wish to change your answer, put an X throughit and fill in your new choice as shown to the right.
Child’s Name _____________________________________________________________ Gender ________________ DOB ________________ Grade _________
Person Completing this Form _________________________________________________________ Relationship to Child ___________________________________
Date of Rating _______________ School/Organization _______________________________________ Classroom/Program _____________________________
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Turn over to finish scoring
Original DESSA-mini forms are printed in red and black. If this form is only in black and white, it is an unauthorized photocopy, which is a violation of the copyright.
Product Code #40000
FORM 1
Item # During the past 4 weeks, how often did the child...
1. accept responsibility for what she/he did? _______2. do something nice for somebody? _______3. speak about positive things? _______4. pay attention? _______5. contribute to group efforts? _______6. perform the steps of a task in order? _______7. show care when doing a project or school work? _______8. follow the advice of a trusted adult? _______
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162or retrieval system, without permission in writing from the publisher.
Paul A. LeBuffe, Valerie B. Shapiro, & Jack A. Naglieri
Directions for Scoring the DESSA
1. On pages 4 & 5, copy the number (0-4) from the box that was checked to the empty box on the same line. 2. Add the numbers in each column under the scale abbreviations PR, OT, GB, SO, DM, RS, SA and SM to arrive at the Scale Raw
Scores and enter the sums in the boxes at the bottom of pages 4 & 5.3. Copy the Scale Raw Scores to the corresponding Scale Raw Score boxes on the Scale Score Summary Table. 4. Using the appropriate (parent or teacher) Norms Table provided on page 6, locate the scale raw score for Personal Responsibility
in the column of numbers under the words Personal Responsibility. The corresponding T-score is found on the same row in the far left column labeled T–scores. Similarly the percentile score is found on the same row on the far right. Record the T-score and percentile score for Personal Responsibility on the second and third lines of the Scale Score Summary Table and then repeat this process for the remaining seven scales.
5. As indicated on the Scale Score Summary Table, add the T-scores for the eight scales to obtain the raw scale score for the Social-Emotional Composite. Look up and record the corresponding T-score and percentile score following the same procedure outlined above in step 4.
6. Complete the Individual Student Profile by marking the appropriate T-scores for each scale and connecting the eight protective factor scales.
7. Using the Interpretation Key at the bottom of the Individual Student Profile, identify the appropriate description for each scale score and record that on the Description line of the Scale Score Summary Table.
8. For guidance on interpreting and utilizing these results, and for conducting the Rater Comparisons and Pretest-Posttest Comparisons below, see Chapters 5 and 6 of the DESSA manual.
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This form describes a number of behaviors seen in some children. Read the statements that follow the phrase: During the past 4 weeks, how often did the child… and place a check mark in the box underneath the word that tells how often you saw the behavior. Please answer each question carefully. There are no right or wrong answers. If you wish to change your answer, put an X through it and fill in your new choice as shown below. Please do not skip any items.
Devereux Student Strengths Assessment(DESSA)
Paul A. LeBu�e, Valerie B. Shapiro, & Jack A. Naglieri
Scoring Instructions:1. After completing the assessment, tear o� the perforated stub at the top of the form.2. Fold down the �rst sheet to expose the scoring section on the second sheet. Do not tear o� the perforated section at the bottom.
Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162
�is form describes a number of behaviors seen in some children. Read the statements that follow the phrase: During the past 4 weeks, how often did the child... and place a check mark in the box underneath the word that tells how often you saw the behavior. Please answer each question carefully. �ere are no right or wrong answers. If you wish to change your answer, put an X through it and �ll in your new choice as shown below. Please do not skip any items.
Interpretation Key T-scores that fall within the gray shaded box indicate a strength. T-scores that fall in the non-shaded area are described as typical. T-scores that fall within a red shaded box indicate a need for instruction.
Child's Name: Charles K Birth Date: 10/29/1998 Age at Rating: 11 Years 0 Months Gender: Male Rater Name: Mary Smith Rater Type: Teacher Assessment Period: Pre Program: Site: Wilson Elementary ClassRoom: 4B Grade: 4
Score Summary Table Descr PR OT GB SO DM RS SA SM SEC
Raw Score T-Score
Percentile Description
22 45 31
Typical
18 49 46
Typical
34 61 86
Strength
18 41 18
Typical
8 31 3
Need
16 37 10
Need
9 35 7
Need
12 32 4
Need
331 40 16
Need
Scale descriptions are: PR - Personal Responsibility OT - Optimistic Thinking GB - Goal-Directed Behavior SO - Social Awareness DM - Decision Making RS - Relationship Skills SA - Self-Awareness SM - Self-Management SEC - Social-Emotional Composite
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Devereux Center for Resilient Children (2011)
Individual Student Profile T-Scores PR OT GB SO DM RS SA SM SEC Percentiles
28 8 & Less 5 & Less 6 & Less 6 & Less 6 & Less 7 & Less 3 & Less 8 & Less 0-246 1
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Devereux Center for Resilient Children (2011)
Item Ratings by Scale Personal Responsibility 1 remember important information? 3-Typical 4 handle his/her belongings with care? 3-Typical 6 serve an important role at home or school? 0-Need 20 encourage positive behavior in others? 2-Need 21 prepare for school, activities, or upcoming events? 1-Need 23 do routine tasks or chores without being reminded? 4-Strength 24 act as a leader in a peer group? 2-Typical 28 get things done in a timely fashion? 3-Typical 32 show care when doing a project or school work? 0-Need 35 follow rules? 4-Strength Optimistic Thinking 2 carry herself/himself with confidence? 3-Typical 5 say good things about herself/himself? 3-Typical 7 speak about positive things? 3-Typical 10 look forward to classes or activities at school? 4-Strength 16 say good things about his/her classmates? 4-Strength 30 say good things about the future? 1-Need 36 express high expectations for himself/herself? 0-Need Goal-Directed Behavior 3 keep trying when unsuccessful? 3-Typical 9 take steps to achieve goals? 4-Strength 12 try to do her/his best? 3-Typical 13 seek out additional knowledge or information? 3-Typical 14 take an active role in learning? 4-Strength 15 do things independently? 4-Strength 18 ask to take on additional work or responsibilities? 4-Strength 26 show creativity in completing a task? 2-Need 29 seek out challenging tasks? 4-Strength 33 work hard on projects? 3-Typical Social Awareness 8 cope well with insults and mean comments? 1-Need 11 get along with different types of people? 4-Strength 17 act respectfully in a game or competition? 3-Typical 19 respect another person’s opinion? 2-Typical 22 contribute to group efforts? 4-Strength 25 resolve a disagreement? 1-Need 27 share with others? 1-Need 31 cooperate with peers or siblings? 2-Need 34 forgive somebody who hurt or upset her/him? 0-Need Decision Making 37 follow the example of a positive role model? 3-Typical 39 accept responsibility for what she/he did? 0-Need 42 show good judgment? 3-Typical 52 seek advice? 2-Typical 65 learn from experience? 0-Need 66 follow the advice of a trusted adult? 0-Need 68 show the ability to decide between right and wrong? 0-Need 69 use available resources (people or objects) to solve a problem? 0-Need Relationship Skills 38 compliment or congratulate somebody? 1-Need
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Devereux Center for Resilient Children (2011)
40 do something nice for somebody? 3-Typical 45 show appreciation of others? 1-Need 47 greet a person in a polite way? 3-Typical 50 attract positive attention from peers? 0-Need 55 express concern for another person? 1-Need 61 attract positive attention from adults? 1-Need 64 make a suggestion or request in a polite way? 2-Need 70 offer to help somebody? 3-Typical 71 respond to another person’s feelings? 1-Need Self Awareness 41 make accurate statements about events in her/his life? 1-Need 49 teach another person to do something? 3-Typical 57 ask questions to clarify what he/she did not understand? 1-Need 58 show an awareness of her/his personal strengths? 1-Need 59 ask somebody for feedback? 0-Need 62 describe how he/she was feeling? 0-Need 63 give an opinion when asked? 3-Typical Self Management 43 pay attention? 3-Typical 44 wait for her/his turn? 1-Need 46 focus on a task despite a problem or distraction? 1-Need 48 act comfortable in a new situation? 1-Need 51 perform the steps of a task in order? 3-Typical 53 think before he/she acted? 2-Typical
54 pass up something he/she wanted, or do something he/she did not like, to get something better in the future? 0-Need
56 accept another choice when his/her first choice was unavailable? 0-Need 60 stay calm when faced with a challenge? 0-Need 67 adjust well to changes in plans? 0-Need 72 adjust well when going from one setting to another? 1-Need