Checklist of Adaptive Living Skills

Morreau, Lanny E.; Bruininks, Robert H.

doi:10.1037/t05607-000

Cited by 9 publications

(11 citation statements)

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“…Finally, a third limitation of the study involves the skills, behaviors, and characteristics measured. Future research including formal measures of more specific risks such as family functioning (e.g., Family Adaptability and Cohesion Evaluation Scale; Olson et al 1985), academic achievement (e.g., Woodcock Johnson Test of Achievement; Woodcock et al 2001), school behaviors (e.g., Teacher's Report Form; Achenbach and Rescorla 2001), independent living skills (e.g., Checklist of Adaptive Living Scales; Morreau and Burininks 1991), and psychological functioning (e.g., Diagnostic Interview Schedule for Children; Shaffer et al 2000) may provide additional information about the specific youth and family characteristics and needs at intake and departure.…”

Section: Discussionmentioning

confidence: 99%

The Departure Status of Youth from Residential Group Care: Implications for Aftercare

et al. 2009

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Youth departing from out-of-home care settings face numerous challenges as they adapt to new settings or return to placements that have been unsuccessful in the past. Although several thousand youth face this transition annually, little is known about their specific needs and risks at departure. To better identify needs and risks, we evaluated the discharge data of 640 youth served in a residential group care setting by addressing the following questions: (a) to what settings do youth depart following a stay in residential group care, (b) what are the demographic, family, educational, behavioral, and departure characteristics of youth at departure, and (c) do these characteristics differ for youth departing to different levels of restrictiveness? Results indicate significant differences on youth characteristics based on levels of restrictiveness at departure placement. As one might expect, youth departing to more restrictive placements presented a broad host of challenges across domains, while those departing to less restrictive settings demonstrated fewer needs and departed with greater educational and behavioral gains. Results provide support for the development and planning of targeted aftercare programs designed to promote the short and long term functioning of youth served in out-of-home care.

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Section: Discussionmentioning

confidence: 99%

The Departure Status of Youth from Residential Group Care: Implications for Aftercare

et al. 2009

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“…The Checklist for Adaptive Living Skills, [14] is a criterion-referenced, individually administered measure of approximately 800 specific adaptive behaviors. It can be used with children or adults and individuals with or without disabilities.…”

Section: Methodsmentioning

confidence: 99%

Pilot translation of the social skills improvement system questionnaire among Indian children

Bhatia

Nimgaonkar

et al. 2016

Indian J Soc Psychiatry

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Background Many developmental and mental disorders significantly impair the ability of children and adolescents to successfully function in society. Among several scales evaluating social performance, the Social Skills Improvement System by Gresham and Elliot evaluates the social functioning of children from ages 3 to 18 years. It has three forms per child - to be filled in by the child himself/herself, by the parent and the teacher. Each form has 75, 79, and 83 items, respectively, assessed on a four-point system. Methodology The present study aimed at translating and validating this scale on a small pilot sample of parents and child only (n = 21). The Cronbach alpha of the Hindi forms was estimated. Intraclass correlation between each item of the original and translated versions of the scale was examined. Results For the parent form, Cronbach alpha was 0.9, and for the student form, it was 0.8. The maximum correlation was present in the parent form (40% of items). Self-scoring forms by children correlated 23% of the time between the Hindi and English versions. Conclusion Significant correlation was not seen between the original and translated versions. Possible reasons are discussed.

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“…However, none of the instruments developed specifically to assess time management were recommended. Of the 12 remaining instruments, only two were unconditionally recommended by reviewers (Checklist of Adaptive Living Skills: Morreau &Bruininks, 1991 andTeacher Stress Inventory: Fimian, 1988) but assessment of time management was not the primary focus of either instrument.…”

Section: Review Of Commercially Available Time Management Instrumentsmentioning

confidence: 99%

“…Sixteen commercially available instruments were identified that used time or time management as descriptors (Blewitt-Dombrowski, 1990;Canfield, 1976;Cooper et al, 1988;Crosby et al, 1985;Fimian, 1988;Kaplan et al, 1988;Kirkpatrick, 1995;Morreau & Bruininks, 1991;Parry, 1985;People Builders International, Inc.;Pintrich et al, 1991;Training House Inc., 1995;Weinstein, 1987;Weinstein & Palmer, 1995;Wonderlic Inc. & Fasiska, 1993). Ten additional research studies involved the development of a time related assessment instrument (Bond & Feather, 1988;Britton & Tesser, 1991;Calabresi & Cohen, 1968;Gafarian et al, 1999;Hellsten & Rogers, 2009;Landy et al, 1991;Macan et al, 1990;Schriber & Gutek, 1987;Weber & Vogel, 1977;Wessman, 1973).…”

Section: Review Of Time Management Instrumentsmentioning

confidence: 99%

“…Five instruments were developed for students (Canfield, 1976;People Builders International, Inc.;Pintrich et al, 1991;Weinstein, 1987;Weinstein & Palmer, 1995). One instrument each was developed for teachers (Fimian, 1988), chronic psychiatric patients (Blewitt-Dombrowski, 1990), individuals with developmental delays (Morreau & Bruininks, 1991), and general adults (Canfield, 1981). Of the 16 instruments, four instruments were specifically written to assess time management (Canfield, 1976;Kirkpatrick, 1995;Training House Inc., 1995) with the remaining instruments having a time management subscale.…”

Section: Review Of Commercially Available Time Management Instrumentsmentioning

confidence: 99%

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What Do We Know About Time Management? A Review of the Literature and a Psychometric Critique of Instruments Assessing Time Management

Hellsten¹

2012

Time Management

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Checklist of Adaptive Living Skills

Cited by 9 publications

References 0 publications

The Departure Status of Youth from Residential Group Care: Implications for Aftercare

The Departure Status of Youth from Residential Group Care: Implications for Aftercare

Pilot translation of the social skills improvement system questionnaire among Indian children

What Do We Know About Time Management? A Review of the Literature and a Psychometric Critique of Instruments Assessing Time Management

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