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Emotional Disturbance Tree: Self Report Form: EDDT-SR
The third in the EDDT series, the EDDT-SR is a standardized, norm-referenced assessment designed to assist in the identification of children who qualify for the federal special education category of emotional disturbance (ED). The EDDT-SR is completed by children and adolescents ages 9-18 years and is intended to be used in conjunction with EDDT parent and/or teacher versions to develop a well-rounded picture of an individual's functioning.
Features and benefits
1. Based on the criteria presented in the Individuals With Disabilities Education Improvement Act of 2004 (IDEA) with scales that map directly onto this criteria. Provides a standardized approach to help clinicians obtain a child's perspective of his or her functioning in IDEA areas.
2. Additional analysis and scores have been developed for all three EDDT versions including base rates for discrepancies between raters and reliable change scores.
3. Brief vignettes are included that aid clinicians in troubleshooting problems that may occur when using self-report measures and help illustrate how to use self-report data in conjunction with other assessment and interview data.
1. Likert-style response format asks individuals to respond to 136 items.
2. Emotional Disturbance Characteristics scales include Inability to Build or Maintain Relationships, Inappropriate Behaviors or Feelings, Pervasive Mood/Depression, and Physical Symptoms or Fears.
3. Clusters include Attention-Deficit/Hyperactivity Disorder, Possible Psychosis/Schizophrenia, and Social Maladjustment.
4. The Level of Severity Cluster indicates the severity of the emotional-behavioral problems a child is facing.
5. The Motivation cluster and Resilience scale measure student strengths, allowing the individual to communicate positive
information about him- or herself and helping to give insight into mitigating factors that may help the child or adolescent.
6. Multi-Rater Summary Forms can be used in conjunction with the EDDT and EDDT-PF to review responses from multiple raters over time to create a well-rounded picture of an individual's functioning.
1. The normative sample of 614 children and adolescents was well matched to U.S. Census statistics. In addition, data were collected from 162 children with an ED diagnosis.
2. Internal consistency and test-retest reliability was high for the scales and clusters. Interrater reliability was good for the total score.
3. Convergent validity was examined with the BASC-2 SRP.
4. Validity samples were collected with four groups of children representing various special education exceptionalities, including specific learning disabilities, ADHD, psychosis, and social maladjustment.
Boise , ID
Learning, Cognition, and Developmental
Social & Emotional
Resource Information, Learning Aids
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