One of their most recent publications is Assessing conduct problems in the classroom. Which was published in journal Clinical Psychology Review.

More information about Robert D. Hoge research including statistics on their citations can be found on their Copernicus Academic profile page.

Robert D. Hoge's Articles: (2)

Assessing conduct problems in the classroom

AbstractWe explore the conduct problem (CP) construct as assessed in the school setting, focusing on three widely used teacher judgment measures yielding CP scores: the Behavior Problem Checklist (BPC; Quay & Peterson, 1979, 1983), the Child Behavior Checklist-Teacher's Report Form (CBCL-TRF; Achenbach & Edelbrock, 1986), and the Conners Teacher Rating Scale (CTRS; Conners, 1969, 1973, 1988). The analysis was based on the three steps proposed by Skinner (1981) for evaluating categories or dimensions of pathology. Our review documents some problems of the internal and external properties of the CP scores, and it also demonstrates that the theoretical meaning of the construct is somewhat ambiguous. The implications of these problems for the use of the construct in clinical and research settings are explored.

The use of teacher-judgment measures in the identification of gifted pupils

AbstractThere is considerable emphasis today on the provision of special educational treatment for academically gifted pupils. A variety of selection tools are used to identify such pupils, including intelligence tests, achievement tests, creativity measures, and teacher-judgment measures. The latter type of measure forms the focus of this review, and the purpose is to assess the psychometric properties of these teacher-judgment measures in terms of the available empirical data. The major conclusion from the review is that there is little basis for the negative assessments so often associated with these measures. The paper includes recommendations regarding (a) the use of the measures in the identification of gifted pupils and (b) future research on the measures.

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