14
Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his strengths and limitations and consistent desire for self- improvement. 41. make accurate statements about events in her/his life? 49. teach another person to do something? 57. ask questions to clarify what he/she did not understand? 58. show an awareness of her/his personal strengths? 59. ask somebody for feedback? 62. describe how he/she was feeling? 63. give an opinion when asked? Social-Awareness: A child’s capacity to interact with others in a way that shows respect for their ideas and behaviors, recognizes her/his impact on them, and uses cooperation and tolerance in social situations. 8. cope well with insults and mean comments? 11. get along with different types of people? 17. act respectfully in a game or competition? 19. respect another person’s opinion? 22. contribute to group efforts? 25. resolve a disagreement 27. share with others? 31. cooperate with peers or siblings? 34. forgive somebody who hurt or upset her/him? Self-Management: A child’s success in controlling his or her emotions and behaviors, to complete a task or succeed in a new or challenging situation. 43. pay attention? 44. wait for her/his turn? ©2014, The Devereux Foundation 1

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Page 1: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

Devereux Student Strengths Assessment (DESSA): Scales and Associated Items

Self-Awareness: A child’s realistic understanding of her/his strengths and limitations and consistent desire for self-improvement. 41. make accurate statements about events in her/his life? 49. teach another person to do something? 57. ask questions to clarify what he/she did not understand? 58. show an awareness of her/his personal strengths? 59. ask somebody for feedback? 62. describe how he/she was feeling? 63. give an opinion when asked? Social-Awareness: A child’s capacity to interact with others in a way that shows respect for their ideas and behaviors, recognizes her/his impact on them, and uses cooperation and tolerance in social situations. 8. cope well with insults and mean comments? 11. get along with different types of people? 17. act respectfully in a game or competition? 19. respect another person’s opinion? 22. contribute to group efforts? 25. resolve a disagreement 27. share with others? 31. cooperate with peers or siblings? 34. forgive somebody who hurt or upset her/him? Self-Management: A child’s success in controlling his or her emotions and behaviors, to complete a task or succeed in a new or challenging situation. 43. pay attention? 44. wait for her/his turn?

©2014, The Devereux Foundation 1

Page 2: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

46. focus on a task despite a problem or distraction? 48. act comfortable in a new situation? 51. perform the steps of a task in order? 53. think before he/she acted? 54. pass up something he/she wanted, or do something he/she

did not like, to get something better in the future? 56. accept another choice when his/her first choice was

unavailable? 60. stay calm when faced with a challenge?

67. adjust well to changes in plans? 72. adjust well when going from one setting to another? Goal-Directed Behavior: A child’s initiation of, and persistence in completing, tasks of varying difficulty. 3. keep trying when unsuccessful? 9. take steps to achieve goals? 12. try to do her/his best? 13. seek out additional knowledge or information? 14. take an active role in learning? 15. do things independently? 18. ask to take on additional work or responsibilities? 26. show creativity in completing a task? 29. seek out challenging tasks? 33. work hard on projects? Relationship Skills: A child’s consistent performance of socially acceptable actions that promote and maintain positive connections with others.

38. compliment or congratulate somebody? 40. do something nice for somebody? 45. show appreciation of others? 47. greet a person in a polite way? 50. attract positive attention from peers? 55. express concern for another person? 61. attract positive attention from adults? 64. make a suggestion or request in a polite way? 70. offer to help somebody? 71. respond to another person’s feelings?

Personal Responsibility: A child’s tendency to be careful and reliable in her/his actions and in contributing to group efforts.

©2014, The Devereux Foundation 2

Page 3: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

1. remember important information? 4. handle his/her belongings with care? 6. serve an important role at home or school? 20. encourage positive behavior in others? 21. prepare for school, activities, or upcoming events? 23. do routine tasks or chores without being reminded? 24. act as a leader in a peer group? 28. get things done in a timely fashion? 32. show care when doing a project or school work? 35. follow rules? Decision Making: A child’s approach to problem solving that involves learning from others and from her/his own previous experiences, using her/his values to guide her/his action, and accepting responsibility for her/his decisions. 37. follow the example of a positive role model? 39. accept responsibility for what she/he did? 42. show good judgment? 52. seek advice? 65. learn from experience? 66. follow the advice of a trusted adult? 68. show the ability to decide between right and wrong? 69. use available resources (people or objects) to solve a

problem? Optimistic Thinking: A child’s attitude of confidence, hopefulness, and positive thinking regarding herself/himself and her/his life situations in the past, present, and future. 2. carry herself/himself with confidence? 5. say good things about herself/himself? 7. speak about positive things? 10. look forward to classes or activities at school? 16. say good things about his/her classmates? 30. say good things about the future? 36. express high expectations for himself/herself?

©2014, The Devereux Foundation 3

Page 4: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

Recommendations: ___________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

Never VeryFrequentlyFrequentlyOccasionallyRarely

Never VeryFrequentlyFrequentlyOccasionallyRarely Score

Copyright ©2014, The Devereux Foundation. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162

This form describes a number of behaviors seen in some children. Read the statements that follow thephrase: During the past 4 weeks, how often did the child… and place a check mark in the box under-neath the word that tells how often you saw the behavior. Answer each question carefully. There are noright or wrong answers. Please answer every item. If you wish to change your answer, put an X throughit and fill in your new choice as shown to the right.

Child’s Name _____________________________________________________________ Gender ________________ DOB ________________ Grade _________

Person Completing this Form _________________________________________________________ Relationship to Child ___________________________________

Date of Rating _______________ School/Organization _______________________________________ Classroom/Program _____________________________

43210

43210

43210

43210

43210

43210

43210

43210

43210

Turn over to finish scoring

Original DESSA-mini forms are printed in red and black. If this form is only in black and white, it is an unauthorized photocopy, which is a violation of the copyright.

Product Code #40000

FORM 1

Item # During the past 4 weeks, how often did the child...

1. accept responsibility for what she/he did? _______2. do something nice for somebody? _______3. speak about positive things? _______4. pay attention? _______5. contribute to group efforts? _______6. perform the steps of a task in order? _______7. show care when doing a project or school work? _______8. follow the advice of a trusted adult? _______

Raw Score Sum _______

Devereux Student Strengths Assessment-mini(DESSA-mini)

Jack A. Naglieri, Paul A. LeBuffe, and Valerie B. Shapiro

For Trai

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©2014, The Devereux Foundation 4

Page 5: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

Fold over here.

SOCIAL-EMOTIONAL TOTAL

T-score ____________

Percentile ____________

Description ____________

Fold to this line.

FORM 1

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©2014, The Devereux Foundation 5

Page 6: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

DESSA-mini Ongoing Progress Monitoring Form

65

60

55

50

45

40

35

30

mini 1 mini 3mini 2

mini 1

mini 2

mini 4

mini 1

mini 2

mini 3

mini 4

rating dates mini scores large (8+)medium (5–7)small (2–4)

differences between mini scoresnone (<2)value

mini 2 - mini 1

mini 4 - mini 3

mini 3 - mini 2

mini 4 - mini 1overall progress

rater

mini 4

Jack A. Naglieri, Paul A. LeBuffe, and Valerie B. Shapiro

strength

typical

need

Child’s Name Gender Age at First RatingDate of Birth

School/Organization Classroom/Program Grade/Group

T-sc

ore

Copyright © 2014 The Devereux Foundation. Villanova, PA DESSA-mini Progress Monitoring Form: #40040

notes overall progress

notes time 4

notes time 3

notes time 2

notes time 1+

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162or retrieval system, without permission in writing from the publisher.

For Trai

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©2014, The Devereux Foundation 6

Page 7: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

Devereux Student Strengths Assessment (DESSA)

RATER COMPARISON Rater 1 T-Score Rater 2 T-Score T-Score DifferenceRequired Difference

p =.05 or p =.01Significant ?

Personal Responsibility YES / NO

Optimistic Thinking YES / NO

Goal-Directed Behavior YES / NO

Social-Awareness YES / NO

Decision Making YES / NO

Relationship Skills YES / NO

Self-Awareness YES / NO

Self-Management YES / NO

Social-Emotional Composite YES / NO

Rater 1 Name: Date of Rating:

Rater 2 Name: Date of Rating:

PRETEST-POSTTEST COMPARISON Time 1 T-Score Posttest Confidence

Range Time 2 T-ScoreOutcome - Check One

Significantly Worse No Change Significantly Better

Personal Responsibility

Optimistic Thinking

Goal-Directed Behavior

Social-Awareness

Decision Making

Relationship Skills

Self-Awareness

Self-Management

Social-Emotional Composite

Time 1 Rater Name: Date of Rating:

Time 2 Rater Name: Date of Rating:

Copyright © 2008 by The Devereux Foundation.All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.Kaplan Press www.kaplanco.com 1-800-334-2014

Never Rarely Occasionally FrequentlyVery

Frequently

For Grades K through 8

Paul A. LeBuffe, Valerie B. Shapiro, & Jack A. Naglieri

Directions for Scoring the DESSA

1. On pages 4 & 5, copy the number (0-4) from the box that was checked to the empty box on the same line. 2. Add the numbers in each column under the scale abbreviations PR, OT, GB, SO, DM, RS, SA and SM to arrive at the Scale Raw

Scores and enter the sums in the boxes at the bottom of pages 4 & 5.3. Copy the Scale Raw Scores to the corresponding Scale Raw Score boxes on the Scale Score Summary Table. 4. Using the appropriate (parent or teacher) Norms Table provided on page 6, locate the scale raw score for Personal Responsibility

in the column of numbers under the words Personal Responsibility. The corresponding T-score is found on the same row in the far left column labeled T–scores. Similarly the percentile score is found on the same row on the far right. Record the T-score and percentile score for Personal Responsibility on the second and third lines of the Scale Score Summary Table and then repeat this process for the remaining seven scales.

5. As indicated on the Scale Score Summary Table, add the T-scores for the eight scales to obtain the raw scale score for the Social-Emotional Composite. Look up and record the corresponding T-score and percentile score following the same procedure outlined above in step 4.

6. Complete the Individual Student Profile by marking the appropriate T-scores for each scale and connecting the eight protective factor scales.

7. Using the Interpretation Key at the bottom of the Individual Student Profile, identify the appropriate description for each scale score and record that on the Description line of the Scale Score Summary Table.

8. For guidance on interpreting and utilizing these results, and for conducting the Rater Comparisons and Pretest-Posttest Comparisons below, see Chapters 5 and 6 of the DESSA manual.

8

This form describes a number of behaviors seen in some children. Read the statements that follow the phrase: During the past 4 weeks, how often did the child… and place a check mark in the box underneath the word that tells how often you saw the behavior. Please answer each question carefully. There are no right or wrong answers. If you wish to change your answer, put an X through it and fill in your new choice as shown below. Please do not skip any items.

Devereux Student Strengths Assessment(DESSA)

Paul A. LeBu�e, Valerie B. Shapiro, & Jack A. Naglieri

For Grades K - 8

Never VeryFrequentlyFrequentlyOccasionallyRarely

43210O P

S.E.L.+

Copyright ©2014, �e Devereux Foundation. All rights reserved.No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

Product Code # 40060

Scoring Instructions:1. After completing the assessment, tear o� the perforated stub at the top of the form.2. Fold down the �rst sheet to expose the scoring section on the second sheet. Do not tear o� the perforated section at the bottom.

Apperson, Inc. 2908 Stewart Creek Blvd., Charlotte, NC 28216 www.apperson.com (800) 438-0162

�is form describes a number of behaviors seen in some children. Read the statements that follow the phrase: During the past 4 weeks, how often did the child... and place a check mark in the box underneath the word that tells how often you saw the behavior. Please answer each question carefully. �ere are no right or wrong answers. If you wish to change your answer, put an X through it and �ll in your new choice as shown below. Please do not skip any items.

For Trai

ning O

nly

©2014, The Devereux Foundation 7

Page 8: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

37 follow the example of a positive role model?

38 compliment or congratulate somebody?

39 accept responsibility for what she/he did?

40 do something nice for somebody?

41 make accurate statements about events in her/his life?

42 show good judgment?

43 pay attention?

44 wait for her/his turn?

45 show appreciation of others?

46 focus on a task despite a problem or distraction?

47 greet a person in a polite way?

48 act comfortable in a new situation?

49 teach another person to do something?

50 attract positive attention from peers?

51 perform the steps of a task in order?

52 seek advice?

53 think before he/she acted?

54

55 express concern for another person?

56 accept another choice when his/her first choice was unavailable?

57 ask questions to clarify what he/she did not understand?

58 show an awareness of her/his personal strengths?

59 ask somebody for feedback?

60 stay calm when faced with a challenge?

61 attract positive attention from adults?

62 describe how he/she was feeling?

63 give an opinion when asked?

64 make a suggestion or request in a polite way?

65 learn from experience?

66 follow the advice of a trusted adult?

67 adjust well to changes in plans?

68 show the ability to decide between right and wrong?

69 use available resources (people or objects) to solve a problem?

70 offer to help somebody?

71 respond to another person’s feelings?

72 adjust well when going from one setting to another?

1 remember important information?

2 carry herself/himself with confidence?

3 keep trying when unsuccessful?

4 handle his/her belongings with care?

5 say good things about herself/himself?

6 serve an important role at home or school?

7 speak about positive things?

8 cope well with insults and mean comments?

9 take steps to achieve goals?

10 look forward to classes or activities at school?

11 get along with different types of people?

12 try to do her/his best?

13 seek out additional knowledge or information?

14 take an active role in learning?

15 do things independently?

16 say good things about his/her classmates?

17 act respectfully in a game or competition?

18 ask to take on additional work or responsibilities?

19 respect another person’s opinion?

20 encourage positive behavior in others?

21 prepare for school, activities, or upcoming events?

22 contribute to group efforts?

23 do routine tasks or chores without being reminded?

24 act as a leader in a peer group?

25 resolve a disagreement?

26 show creativity in completing a task?

27 share with others?

28 get things done in a timely fashion?

29 seek out challenging tasks?

30 say good things about the future?

31 cooperate with peers or siblings?

32 show care when doing a project or school work?

33 work hard on projects?

34 forgive somebody who hurt or upset her/him?

35 follow rules?

36 express high expectations for himself/herself?

pass up something he/she wanted, or do something he/she did not like, to get something better in the future?

Child’s Name:

School/Organization:

Person Completing this Form:

Gender:

Classroom/Program:

Relationship to Child:

Date of Birth:

Date of Rating:

Age:

Grade:

Item # During the past 4 weeks, how often did the child… Never Rarely Occasionally FrequentlyVery

Frequently Item # During the past 4 weeks, how often did the child… Never Rarely Occasionally FrequentlyVery

Frequently

2 3

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©2014, The Devereux Foundation 8

Page 9: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

37 follow the example of a positive role model?

38 compliment or congratulate somebody?

39 accept responsibility for what she/he did?

40 do something nice for somebody?

41 make accurate statements about events in her/his life?

42 show good judgment?

43 pay attention?

44 wait for her/his turn?

45 show appreciation of others?

46 focus on a task despite a problem or distraction?

47 greet a person in a polite way?

48 act comfortable in a new situation?

49 teach another person to do something?

50 attract positive attention from peers?

51 perform the steps of a task in order?

52 seek advice?

53 think before he/she acted?

54

55 express concern for another person?

56 accept another choice when his/her first choice was unavailable?

57 ask questions to clarify what he/she did not understand?

58 show an awareness of her/his personal strengths?

59 ask somebody for feedback?

60 stay calm when faced with a challenge?

61 attract positive attention from adults?

62 describe how he/she was feeling?

63 give an opinion when asked?

64 make a suggestion or request in a polite way?

65 learn from experience?

66 follow the advice of a trusted adult?

67 adjust well to changes in plans?

68 show the ability to decide between right and wrong?

69 use available resources (people or objects) to solve a problem?

70 offer to help somebody?

71 respond to another person’s feelings?

72 adjust well when going from one setting to another?

1 remember important information?

2 carry herself/himself with confidence?

3 keep trying when unsuccessful?

4 handle his/her belongings with care?

5 say good things about herself/himself?

6 serve an important role at home or school?

7 speak about positive things?

8 cope well with insults and mean comments?

9 take steps to achieve goals?

10 look forward to classes or activities at school?

11 get along with different types of people?

12 try to do her/his best?

13 seek out additional knowledge or information?

14 take an active role in learning?

15 do things independently?

16 say good things about his/her classmates?

17 act respectfully in a game or competition?

18 ask to take on additional work or responsibilities?

19 respect another person’s opinion?

20 encourage positive behavior in others?

21 prepare for school, activities, or upcoming events?

22 contribute to group efforts?

23 do routine tasks or chores without being reminded?

24 act as a leader in a peer group?

25 resolve a disagreement?

26 show creativity in completing a task?

27 share with others?

28 get things done in a timely fashion?

29 seek out challenging tasks?

30 say good things about the future?

31 cooperate with peers or siblings?

32 show care when doing a project or school work?

33 work hard on projects?

34 forgive somebody who hurt or upset her/him?

35 follow rules?

36 express high expectations for himself/herself?

Item # During the past 4 weeks, how often did the child… Never Rarely Occasionally FrequentlyVery

Frequently Item # During the past 4 weeks, how often did the child… Never Rarely Occasionally FrequentlyVery

Frequently

Child’s Name:

School/Organization:

Person Completing this Form:

Gender:

Classroom/Program:

Relationship to Child:

Date of Birth:

Date of Rating:

Age:

Grade:

pass up something he/she wanted, or do something he/she did not like, to get something better in the future?

RS SMDM SAPR GBOT SO

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

Scale Raw Score Scale Raw Score

4 5

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Page 10: Devereux Student Strengths Assessment (DESSA)...Devereux Student Strengths Assessment (DESSA): Scales and Associated Items Self-Awareness: A child’s realistic understanding of her/his

PR OT GB SO DM RS SA SM

RATINGS BY PARENT

RATINGS BY TEACHER

T-Score Personal Responsibility Optimistic Thinking Goal-Directed

Behavior Social-Awareness Decision Making Relationship Skills Self-Awareness Self-Management Social-Emotional Composite Percentile Score

72 40 28 40 36 32 40 28 44 558 576 9971 39 35 43 554 557 9870 34 42 548 553 9869 38 39 31 41 538 547 9768 27 33 27 40 529 537 9667 37 38 39 39 523 528 9666 30 516 522 9565 36 37 32 26 38 508 515 9364 26 500 507 9263 35 36 29 38 37 492 499 9062 31 25 484 491 8861 34 35 28 37 36 474 483 8660 25 30 35 467 473 8459 33 34 36 24 459 466 8258 27 34 452 458 7957 32 24 33 29 35 23 33 443 451 7656 26 34 435 442 7355 31 32 28 22 32 428 434 6954 23 25 33 422 427 6653 30 31 27 31 415 421 6252 22 30 24 32 21 408 414 5851 29 26 31 30 402 407 5450 28 29 30 20 392 401 5049 21 28 25 23 29 386 391 4648 27 29 19 381 385 4247 20 27 24 22 28 375 380 3846 26 26 28 370 374 3445 19 23 21 18 27 364 369 3144 25 25 27 26 357 363 2743 24 18 24 22 26 17 349 356 2442 20 25 341 348 2141 23 17 23 21 25 16 24 337 340 1840 22 22 19 24 327 336 1639 16 20 18 15 23 319 326 1438 21 21 23 22 313 318 1237 20 15 20 19 17 14 21 308 312 1036 19 19 22 299 307 835 14 18 18 16 21 13 20 292 298 734 18 17 19 288 291 533 17 13 17 15 20 12 282 287 432 16 19 11 18 276 281 431 16 12 15 16 14 18 272 275 330 15 11 15 17 10 17 265 271 229 14 14 14 13 16 9 16 260 264 228 0 to 13 0 to 10 0 to 13 0 to 13 0 to 12 0 to 15 0 to 8 0 to 15 0 259 1

T-Score Personal Responsibility Optimistic Thinking Goal-Directed

Behavior Social-Awareness Decision Making Relationship Skills Self-Awareness Self-Management Social-Emotional Composite Percentile Score

T-Score Personal Responsibility Optimistic Thinking Goal-Directed

Behavior Social-Awareness Decision Making Relationship Skills Self-Awareness Self-Management Social-Emotional Composite Percentile Score

72 40 28 40 36 32 40 28 44 561 576 9971 35 43 559 560 9870 27 554 558 9869 39 27 39 34 31 39 42 545 553 9768 33 41 540 544 9667 38 38 30 26 533 539 9666 26 32 38 40 528 532 9565 37 37 29 25 519 527 9364 25 36 31 37 39 511 518 9263 36 28 36 24 38 501 510 9062 35 24 35 30 35 493 500 8861 34 34 27 23 37 486 492 8660 23 29 34 36 476 485 8459 33 33 26 33 22 35 466 475 8258 32 32 28 32 34 456 465 7957 22 31 25 21 448 455 7656 31 27 31 33 439 447 7355 21 30 20 433 438 6954 30 26 24 30 32 425 432 6653 29 20 29 29 31 416 424 6252 28 25 23 28 19 30 408 415 5851 28 19 27 24 402 407 5450 27 22 27 18 29 394 401 5049 26 18 26 23 28 387 393 4648 25 25 21 26 17 27 379 386 4247 24 17 24 22 20 25 374 378 3846 23 23 19 24 16 26 367 373 3445 22 16 22 21 18 23 25 361 366 3144 21 21 20 22 15 24 353 360 2743 15 20 19 17 21 23 347 352 2442 20 14 19 16 20 14 22 339 346 2141 19 18 18 15 13 21 332 338 1840 18 13 17 17 19 12 20 325 331 1639 17 12 16 14 18 19 316 324 1438 16 16 15 13 17 11 18 310 315 1237 15 11 15 14 12 16 17 303 309 1036 14 14 15 10 16 297 302 835 13 10 13 13 11 14 9 15 290 296 734 9 12 12 10 13 8 14 281 289 533 12 11 11 12 7 13 276 280 432 11 8 10 10 9 11 12 271 275 431 10 7 9 9 8 10 6 11 267 270 330 9 6 8 8 9 5 10 259 266 229 7 7 7 8 4 9 247 258 228 0 to 8 0 to 5 0 to 6 0 to 6 0 to 6 0 to 7 0 to 3 0 to 8 0 246 1

T-Score Personal Responsibility Optimistic Thinking Goal-Directed

Behavior Social-Awareness Decision Making Relationship Skills Self-Awareness Self-Management Social-Emotional Composite Percentile Score

Scale Raw Score

T-Score

Percentile Score

Description

70

60

50

40

30

Person

al

Respon

sibilty

Social

-

Awarene

ss

Decisio

n

Making

Optimist

ic

Thinkin

g

Goal-D

irecte

d

Behav

ior

Relatio

nship

Skills Self

-

Awarene

ssSelf

-

Manag

emen

t

Social-

Emotiona

l

Compos

ite

T-Scores

Interpretation Key T-scores that fall within the gray shaded box indicate a strength. T-scores that fall in the non-shaded area are described as typical. T-scores that fall within a red shaded box indicate a need for instruction.

=+ + + + + + +

Social-Emotional Composite

Scale Raw Score

T-Score

Percentile Score

Description

Personal Responsibilty

Optimistic Thinking

Self- Management

Self- Awareness

Relationship Skills

Decision Making

Social-Awareness

Goal-Directed Behavior

SCALE SCORE SUMMARY TABLE

INDIVIDUAL STUDENT PROFILE

6 7

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Devereux Center for Resilient Children (2011)

Child's Name: Charles K Birth Date: 10/29/1998 Age at Rating: 11 Years 0 Months Gender: Male Rater Name: Mary Smith Rater Type: Teacher Assessment Period: Pre Program: Site: Wilson Elementary ClassRoom: 4B Grade: 4

Score Summary Table Descr PR OT GB SO DM RS SA SM SEC

Raw Score T-Score

Percentile Description

22 45 31

Typical

18 49 46

Typical

34 61 86

Strength

18 41 18

Typical

8 31 3

Need

16 37 10

Need

9 35 7

Need

12 32 4

Need

331 40 16

Need

Scale descriptions are: PR - Personal Responsibility OT - Optimistic Thinking GB - Goal-Directed Behavior SO - Social Awareness DM - Decision Making RS - Relationship Skills SA - Self-Awareness SM - Self-Management SEC - Social-Emotional Composite

DMAHLER
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Devereux Center for Resilient Children (2011)

Individual Student Profile T-Scores PR OT GB SO DM RS SA SM SEC Percentiles

72 40 & Up 28 & Up 40 & Up 36 & Up 32 & Up 40 & Up 28 & Up 44 & Up 561-576 99 71 35 43 559-560 98 70 27 554-558 98 69 39 27 39 34 31 39 42 545-553 97 68 33 41 540-544 96 67 38 38 30 26 533-539 96 66 26 32 38 40 528-532 95 65 37 37 29 25 519-527 93 64 25 36 31 37 39 511-518 92 63 36 28 36 24 38 501-510 90 62 35 24 35 30 35 493-500 88 61 34 34 27 23 37 486-492 86 60 23 29 34 36 476-485 84

59 33 33 26 33 22 35 466-475 82

58 32 32 28 32 34 456-465 79

57 22 31 25 21 448-455 76

56 31 27 31 33 439-447 73

55 21 30 20 433-438 69

54 30 26 24 30 32 425-432 66

53 29 20 29 29 31 416-424 62

52 28 25 23 28 19 30 408-415 58

51 28 19 27 24 402-407 54

50 27 22 27 18 29 394-401 50

49 26 18 26 23 28 387-393 46

48 25 25 21 26 17 27 379-386 42

47 24 17 24 22 20 25 374-378 38

46 23 23 19 24 16 26 367-373 34

45 22 16 22 21 18 23 25 361-366 31

44 21 21 20 22 15 24 353-360 27

43 15 20 19 17 21 23 347-352 24

42 20 14 19 16 20 14 22 339-346 21

41 19 18 18 15 13 21 332-338 18

40 18 13 17 17 19 12 20 325-331 16

39 17 12 16 14 18 19 316-324 14

38 16 16 15 13 17 11 18 310-315 12

37 15 11 15 14 12 16 17 303-309 10

36 14 14 15 10 16 297-302 8

35 13 10 13 13 11 14 9 15 290-296 7

34 9 12 12 10 13 8 14 281-289 5

33 12 11 11 12 7 13 276-280 4

32 11 8 10 10 9 11 12 271-275 4

31 10 7 9 9 8 10 6 11 267-270 3

30 9 6 8 8 9 5 10 259-266 2

29 7 7 7 8 4 9 247-258 2

28 8 & Less 5 & Less 6 & Less 6 & Less 6 & Less 7 & Less 3 & Less 8 & Less 0-246 1

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Devereux Center for Resilient Children (2011)

Item Ratings by Scale Personal Responsibility 1 remember important information? 3-Typical 4 handle his/her belongings with care? 3-Typical 6 serve an important role at home or school? 0-Need 20 encourage positive behavior in others? 2-Need 21 prepare for school, activities, or upcoming events? 1-Need 23 do routine tasks or chores without being reminded? 4-Strength 24 act as a leader in a peer group? 2-Typical 28 get things done in a timely fashion? 3-Typical 32 show care when doing a project or school work? 0-Need 35 follow rules? 4-Strength Optimistic Thinking 2 carry herself/himself with confidence? 3-Typical 5 say good things about herself/himself? 3-Typical 7 speak about positive things? 3-Typical 10 look forward to classes or activities at school? 4-Strength 16 say good things about his/her classmates? 4-Strength 30 say good things about the future? 1-Need 36 express high expectations for himself/herself? 0-Need Goal-Directed Behavior 3 keep trying when unsuccessful? 3-Typical 9 take steps to achieve goals? 4-Strength 12 try to do her/his best? 3-Typical 13 seek out additional knowledge or information? 3-Typical 14 take an active role in learning? 4-Strength 15 do things independently? 4-Strength 18 ask to take on additional work or responsibilities? 4-Strength 26 show creativity in completing a task? 2-Need 29 seek out challenging tasks? 4-Strength 33 work hard on projects? 3-Typical Social Awareness 8 cope well with insults and mean comments? 1-Need 11 get along with different types of people? 4-Strength 17 act respectfully in a game or competition? 3-Typical 19 respect another person’s opinion? 2-Typical 22 contribute to group efforts? 4-Strength 25 resolve a disagreement? 1-Need 27 share with others? 1-Need 31 cooperate with peers or siblings? 2-Need 34 forgive somebody who hurt or upset her/him? 0-Need Decision Making 37 follow the example of a positive role model? 3-Typical 39 accept responsibility for what she/he did? 0-Need 42 show good judgment? 3-Typical 52 seek advice? 2-Typical 65 learn from experience? 0-Need 66 follow the advice of a trusted adult? 0-Need 68 show the ability to decide between right and wrong? 0-Need 69 use available resources (people or objects) to solve a problem? 0-Need Relationship Skills 38 compliment or congratulate somebody? 1-Need

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Devereux Center for Resilient Children (2011)

40 do something nice for somebody? 3-Typical 45 show appreciation of others? 1-Need 47 greet a person in a polite way? 3-Typical 50 attract positive attention from peers? 0-Need 55 express concern for another person? 1-Need 61 attract positive attention from adults? 1-Need 64 make a suggestion or request in a polite way? 2-Need 70 offer to help somebody? 3-Typical 71 respond to another person’s feelings? 1-Need Self Awareness 41 make accurate statements about events in her/his life? 1-Need 49 teach another person to do something? 3-Typical 57 ask questions to clarify what he/she did not understand? 1-Need 58 show an awareness of her/his personal strengths? 1-Need 59 ask somebody for feedback? 0-Need 62 describe how he/she was feeling? 0-Need 63 give an opinion when asked? 3-Typical Self Management 43 pay attention? 3-Typical 44 wait for her/his turn? 1-Need 46 focus on a task despite a problem or distraction? 1-Need 48 act comfortable in a new situation? 1-Need 51 perform the steps of a task in order? 3-Typical 53 think before he/she acted? 2-Typical

54 pass up something he/she wanted, or do something he/she did not like, to get something better in the future? 0-Need

56 accept another choice when his/her first choice was unavailable? 0-Need 60 stay calm when faced with a challenge? 0-Need 67 adjust well to changes in plans? 0-Need 72 adjust well when going from one setting to another? 1-Need

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