Illinois Classroom Assessment Profile: Development of the Instrument

Stephen W. Porges; Fritz Drasgow; Rina K. Ullmann; Esther K. Sleator; Robert L. Sprague

doi:10.1207/s15327906mbr2002_2

Illinois Classroom Assessment Profile: Development of the Instrument

Stephen W. Porges, Fritz Drasgow, Rina K. Ullmann, Esther K. Sleator, Robert L. Sprague

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Abstract

This article describes the development of a teacher rating scale that is sensitive to a select group of behavior disorders exhibited by children in the classroom. The scale, the Illinois Classroom Assessment Profile (ICAP), was developed to distinguish among behavioral dimensions representing sustained attention, impulsivity, conduct, fine motor coordination, and evaluative anxiety. The fact that disorders in these behaviors are observed in children diagnosed as hyperactive has served as the impetus for this research. The ICAP is intended to facilitate research investigating the effects of specific treatments on each of these behavioral dimensions.

Original language	English (US)
Pages (from-to)	141-159
Number of pages	19
Journal	Multivariate Behavioral Research
Volume	20
Issue number	2
DOIs	https://doi.org/10.1207/s15327906mbr2002_2
State	Published - Apr 1985

ASJC Scopus subject areas

Statistics and Probability
Experimental and Cognitive Psychology
Arts and Humanities (miscellaneous)

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10.1207/s15327906mbr2002_2

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Illinois Classroom Assessment Profile: Development of the Instrument

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