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Like its school-based counterpart the SSBS-2, the HCSBS provides integrated comprehensive ratings of both social skills and antisocial problem behaviors. The HCSBS includes two co-normed scales. The Social Competence scale includes 32 items that measure adaptive, prosocial skills on two subscales: Peer Relations and Self-Management/Compliance. The Antisocial Behavior scale includes 32 items that measure socially linked problem behaviors on two subscales: Defiant/Disruptive and Antisocial-Aggressive. The HCSBS is completed by parents usually after the SSBS-2 has indicated that there are areas of concern.
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The HCSBS Rating Form (English) is part of SSBS2 and HCSBS, two easy, reliable tools used in tandem to determine a childâ€™s social-emotional strengths and risk behaviors in school (SSBS-2) and at home and in the community (HCSBS). Norm-referenced and standardized, these Kâ€“12 screeners help educators identify children with problem behaviors, target classroom interventions, measure the effectiveness of interventions over time, remove barriers to learning, and bring families into the process to provide the best support for children.
Learn more about SSBS-2 and HCSBS.
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Kenneth W. Merrell, Ph.D. is a professor of school psychology in the Department of Special Education and Clinical Sciences at the University of Oregon. He has served as School Psychology Program Director and Co-director as well as Department Head.
Paul Caldarella, Ph.D. is director of the Brigham Young University Positive Behavior Support Initiative and associate professor in the Department of Counseling Psychology and Special Education. He completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. He is a licensed psychologist and teaches graduate courses primarily in the area of school psychology. His research and scholarly activities have related mostly to the areas of positive behavior support and social-emotional learning interventions in public schools, as well as screening and targeted interventions for at-risk students.
Both scales are quick and easy to complete for teachers and for parents, while giving an accurate assessment of student functioning. They are also quick and easy to score. I don't know what I would do without these scales! (Connie Maciejewski, LMSW)
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Book Description Brookes Publishing, 2008. Condition: New. book. Seller Inventory # M1557669929