Assess Program Effectiveness: Evaluation Measures for Researchers

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 cannot respond individually to each of these requests. We have compiled a Q&A.
Commonly asked questions and answers

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.

Wally Test for Boys Note: We only used the first 13 in the analysis.

Wally Test for Girls Note: We only used the first 13 in the analysis.

Pictures for Treatment Studies and Prevention Studies

Wally Problem Solving Test Assessment Directions

Coding Form for Wally Test

Codes for Wally Test (by category)

Codes for Wally Test (negative-positive-neither)

Codes for Wally Test (numerically)

Wally Test Categories (prosocial, agonistic)

Adaptation IES Wings Version: Wally Test and Pictures

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

Wally Feeling Test for Girls

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.

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.)

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.  

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. 
 TCI Score

Teacher Coder Impression Inventory (TCI) -  Summary scales, component items and internal reliability
TCI Teacher Impression Inventory

*Consumer Satisfaction Forms

*Parents

For current satisfaction questionnaires go to Resources for Parent Program

Archived satisfaction questionnaires used in previous studies

*Teachers

Teacher Evaluation of Classroom Dinosaur Program

Teacher Classroom Management - Workshop Satisfaction Questionnaire

Teacher Workshop Evaluation Form

*Leaders

Parent Program Leader Workshop Evaluation Form
Parent Leader Evaluation

Parent Program Evaluation/Attendance Form, Year 1
Parent Leader Evaluation

Parent Program Evaluation/Attendance Form, Year 2
Parent Leader Evaluation

Parent Program Evaluation/Attendance Form, ADHD grant
Parent Evaluation

*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.   

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.
 

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

Coding Sheet for Daily Discipline Interview

Daily Discipline Interview Tally Sheet

Daily Discipline Interview

Fidelity Checklists

Child Program

Incredible Years Preschool Dina Program Lesson Units -Includes checklists for units one through seven.

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

Child Group Leader Evaluations - Sessions, Attendance and more.

Dinosaur Small Group Treatment Process Fidelity Checklist
A checklist for evaluating the fidelity of dinosaur small group treatment sessions

Teacher Child Group Process Checklist - A 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  can be used by teachers as self-evaluation tools or by supervisors to give feedback about curriculum delivery.

Teacher Child Group Process Rating Scale - 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.

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.

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.

Peer and Self-Evaluation Interpersonal Process Form -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 -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 - Includes same items as in parent process checklist 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)

Follow-Up for Clinic Families

One and Two-Year Follow-up Questionnaire for Families

Two and Three-Year Follow-up Questionnaire for Families (2010)

Group Leader Questionnaires

Child Program

Incredible Years Child Training Teacher/Dinosaur Group Leader and Organization Background Questionnaire

Incredible Years Group Leader Implementation and Evaluation of Classroom Dinosaur Child Program

Parent Program

Incredible Years Parent Group Leader and Agency Background Questionnaire

Incredible Years Group Leader Implementation and Evaluation of Parent Program

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.

Coder Impressions Inventory Guidelines - Helpful guidelines for completing the Inventory

Coder Impressions Inventory Summary Scales
2004 Article Summary Scales
Scales and Internal Consistency for Scales (Revised 2006)

Dyadic Parent-Child Interaction Coding System - 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.  (136 pages)

Dyadic Parent-Child Interactive Coding System - Summary Scores & Internal Consistency
Scales and Internal Consistency for Scales (Revised 2006)

Data Tally Sheet

Home Observation Procedures - This brief manual describes the rules and procedures for home visits, the home observation measures and videotaping parent-child play sessions. (16 pages)

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.

INVOLVE form for Teachers

INVOLVE form for Parents

INVOLVE form for Parents (pish version)

INVOLVE Questionnaires Information - summary scales and internal consistency scores for both forms.

INVOLVE form for Teachers and Parents (pre-2004)

INVOLVE form for Teachers and Parents (2004)

Scales and Internal Consistency for Scales (Revised 2006)

*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.
(old form)

Parent Practices Interview Form (Chinese version)

Parent Practices Interview Form (Spanish version)

Parent Practices Interview Form (Portuguese version)
and accompanying article

Parenting Practices Interview Information - summary scales, internal consistency scores and reference articles. 
old form  |  PDF items used in 2004 article
Scales and Internal Consistency for Scales (Revised 2006) 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.

Social Competence Scale - Parent (P-COMP) - summary scales, internal consistency scores and reference articles. 
Social Competence Scale (Revised 2006)

Fast Track Project - For more information on the Social Competence Scale, please visit the Fast Track Project website.

*Parent Demographics

Initial Parent Interview

Follow-up Parent Interview

Intake Interview for Clinic Families

*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: www.parinc.com; e-mail: CustServ@parinc.com; telephone: (800) 331-8378.

Parent Report of Special Services

Special Services Parent Report

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).

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: jdumas@psu.edu). Contact Western Psychological Services: wpspublish.com for information on ordering the measure.

Teacher Report of Special Services

Teacher Report

*Teacher Strategies Questionnaire

Teacher Strategies Questionnaire - American Version (PDF) (1/2012)
Teacher Strategies Questionnaire - British Version (PDF) (1/2012)

Teacher Strategies Questionnaire - Scoring (PDF) (3/2012)

Teacher Strategies Questionnaire (zipped) (1998-2005)
This zipped file contains the questionnaire, summary scales and scores (1998) and information (2005)

Please let us know if you discover a broken link, so we can check on it. However, please be advised that we are unable to offer technical assistance for opening the documents on our site. Most of our documents are in the PDF format and the Adobe Acrobat Reader plug-in is required. Some of the very large files, such as our program manuals are compressed. After downloading a compressed file, you must extract it. Windows users: right-click on the downloaded file and choose 'extract' from the popup menu.  Mac users: open "Finder" and navigate to the file you wish to extract and double-click to extract it to the same folder.