Description

The Conduct Disorder Rating Scale – For Teachers (CDRS-T) is a psychological assessment tool designed to help educators identify and evaluate conduct disorder symptoms in children and adolescents. This scale provides teachers with a structured way to report behaviors that are indicative of conduct disorder, such as aggression, rule-breaking, and antisocial behavior.
Scope: The CDRS-T assesses various aspects of conduct disorder, including aggressive behaviors, deceitfulness, and serious rule violations.
Dimensions: It includes items related to behaviors observed in the classroom and other school settings, focusing on the frequency and severity of conduct disorder symptoms.

Data Analysis and Usage

The analysis of data from the CDRS-T involves:
Data Collection: Teachers complete the rating scale based on their observations of the student’s behavior over a specified period.
Scoring: Responses are scored to quantify the frequency and severity of conduct disorder symptoms. Each item on the scale is rated on a Likert-type scale (e.g., “Never,” “Sometimes,” “Often,” “Always”).
Interpretation: Scores are analyzed to identify patterns of behavior that align with conduct disorder criteria. The results help in understanding the extent of the child’s behavioral issues.
Application: The findings are used to inform decisions about further assessment, intervention strategies, and support for the child. This can include referrals for additional psychological evaluation or behavioral interventions.

Objectives

The main objectives of the Conduct Disorder Rating Scale – For Teachers (CDRS-T) are:
Identification of Conduct Disorder: To provide a systematic approach for teachers to identify and document behaviors consistent with conduct disorder.
Behavioral Assessment: To evaluate the frequency and severity of conduct disorder symptoms as observed in the school environment.
Informing Interventions: To assist in planning and implementing appropriate interventions and support strategies based on the child’s behavioral profile.

Calibration

The calibration of the CDRS-T involves:
Scoring System: Each item on the scale is rated according to its occurrence and impact, with scores reflecting the intensity of the conduct disorder symptoms.
Statistical Analysis: Data is analyzed for reliability and validity to ensure that the scale accurately measures conduct disorder behaviors. This includes comparing scores against normative data and conducting psychometric evaluations.
Normative Data: The scale’s scores are compared with normative data to interpret the child’s behavior relative to age and peer groups.

Bibliography

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior Assessment System for Children (BASC-2).
Frick, P. J., & White, S. F. (2008). Research on Conduct Disorder: A Review of the Literature.
Patterson, G. R., & Stouthamer-Loeber, M. (1984). The Development of Antisocial Behavior and Crime: Current Perspectives.
Loeber, R., & Farrington, D. P. (2000). Young Male Offenders: The Development of Antisocial Behavior.