rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Parent and teacher ratings of Mexican American children's behavior on the BASC
    sub title: influence of acculturation on a Texas sample
  name:
    name part: Hernandez, Melissa Escobedo, 1967-
    role:
      role term: creator
  name:
    name part: Parker, Richard I.
    role:
      role term: thesis advisor.
  name:
    name part: Palmer, Douglas J.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2006
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
  abstract: The purpose of this study was to explore the effects of acculturation on the parent and teacher ratings of non-clinical Mexican American children's behavior, using the BASC Parent Rating Scale-C (PRS-C ) and the Teacher Rating Scale-C (TRS-C ). One hundred twenty-three children of Mexican descent (ages 6-11) attending Texas public schools were rated by their parents and teachers. Parent acculturation level was measured using the Acculturation Rating Scale for Mexican Americans-II. Parents were assigned to High, Medium or Low acculturation groups based on a combination of linear acculturation levels (Part 1) and obtained typologies (Part 2). Parent acculturation level was then assigned to TRS-C data creating matched-rater pairs (PRS-C and TRS-C of same child) for use in this study. Internal consistency reliabilities for the Total Mexican American sample's TeacherRating Scale-C (TRS-C) were more similar to the published BASC general norms than the Total Mexican American sample's Parent Rating Scale-C (PRS-C ) on six of the nine clinical scales investigated and on all three of the shared adaptive scales. The most striking internal consistency result emerged when the sample was subdivided by acculturation, the High acculturation TRS-C Conduct Problems scale showed no cohesion of items for this sample (.00). Comparison of the Total, High, Medium, and Low groups' obtained distributions on each of the 16 selected scales of the PRS-C and TRS-C to the published BASC general norms revealed: 1) six significant differences of potential clinical relevance on the PRS-C scales, and 2) thirteen significant differences of potential clinical relevance on the TRS-C scales. Both parents and teachers rated the children as demonstrating less maladaptive symptoms on the Aggression, Depression, Hyperactivity, and Behavioral Symptom Index. Only parents reported lower Adaptability and Adaptive Skills scores. And only teachers of the High acculturation group reported higher Adaptability score…
  note: by Melissa Escobedo Hernandez.
  note: "Major Subject: School Psychology"
  note: Title from author supplied metadata (automated record created on Apr. 14, 2006.)
  note: Vita.
  note: Abstract.
  note: Electronic resource.
  note: Mode of access: World Wide Web.
  note: System requirements: World Wide Web access and Adobe Acrobat Reader.
  note: Ph. D. Texas A&M University 2005.
  note: Includes bibliographical references.
  note: Text (Dissertation).
  subject:
    topic: Major school psychology
  subject:
    topic: behavior rating scale
  subject:
    topic: BASC PRS-C
  subject:
    topic: Mexican Americans
  subject:
    topic: ARSMA-II
  subject:
    topic: BASC TRS-C
  subject:
    topic: acculturation
  identifier: http://hdl.handle.net/1969.1/3057
  record info:
    record content source: TXA
    record creation date: 060501
    record change date: 20151103064529.0
    record identifier: in00002127189