The EDDT Multi-Rater Summary Report is now available for FREE for a limited time. This report combines EDDT scores from up to four raters (parent, teacher, and self-report) to provide a well-rounded view of student functioning. It includes a combined score profile to represent similarities and differences between raters graphically and highlights statistically significant score differences. The EDDT Criteria Table aligns each rater’s scores to the federal criteria for ED diagnosis. To view a sample report, click the Resources tab above.

Based on the EDDT, a teacher questionnaire, the EDDT-PF adds a parental perspective in the evaluation of children for emotional disturbance (ED).

Features and benefits

• Provides a standardized approach to gaining parental ratings that directly map onto the federal criteria for special education and helps you understand the parent’s perspective on his or her child’s functioning in the areas that make up these criteria.
• Includes four ED characteristic-based scales: Inability to Build or Maintain Relationships, Inappropriate Behaviors or Feelings, Pervasive Mood/Depression, and Physical Symptoms or Fears.
• Scales reflect specific components of the federal criteria from the U.S. Code of Federal Regulations and IDEA for qualifying for special education services.
• Multi-Rater Summary Forms can be used in conjunction with the EDDT and EDDT-SR to review responses from multiple raters over time to create a well-rounded picture of an individual's functioning.

Test structure

• Screening items are included within Attention-Deficit Hyperactivity Disorder, Possible Psychosis/Schizophrenia, and Social Maladjustment clusters.
• The Level of Severity cluster provides an indication of the severity of emotional-behavioral problems a child is facing.
• In a departure from the pathology focus that predominates in most behavior rating scales, the Motivation cluster and the Resilience scale measure student strengths, allowing the parent to communicate positive information about his or her child and helping you guide intervention and develop recommendations.

Technical information

• The normative sample of 889 children was well matched to U.S. Census statistics. In addition, data were collected on a sample of 430 children eligible for special education due to an ED diagnosis.
• Internal consistency was high for scales (median r = .81) and clusters (median r = .91), test-retest reliability was high for scales (median r = .95) and clusters (median r = .96), and interrater reliability was good (r = .87) for the total score.
• Convergent validity was examined with the BASC 2 PRS, Conners Parent Scale, CDS, DTCEP, and PBRS™. Validity was also examined among children with various special education needs, ADHD, social maladjustment, and psychosis.

Available in Spanish

The EDDT-PF Item Booklets and Response Booklets have been translated into U.S. Spanish. These products use English norms only.