a 8 Una longitud de cable de hasta 305 m (1000 pies) con cables de 0.5mm (24AWG) no requiere del uso de un amplificador de energía En el caso de teléfonos TCM, si se utiliza

The BASC-2 provides a systematic approach to surveying a broad range of behaviours in individuals aged six-25 years. Parents and teachers are asked to report on adaptive and clinical behaviours in assessments designed for Preschool (P: two to five years), Child (C: six to 11 years), and Adolescent (A: 12–21 years) groups. The final assessment, College (COLL: 18–25 years) is self-report only. The Child (C: six to 11 years) teacher and parent reports were used in this study

The BASC-2 is normed test based on the 2001 U.S. population census, with samples matching the population percentages for gender and ethnicity. The manual states that geographically the North East of America was underrepresented for Preschool and Child levels of the teacher report and that overall, students with emotional/behavioural disturbance, speech and/or language impairment are over-represented in the general norms. Standardisation was based on pilot surveys that included 6,000 teacher ratings, 8,000 parents’ ratings and 12,000 student self-reports. Age and gender appropriate standardised scores (norms) representing typically developing children were used for this study. Here information is provided only for the measures relevant to this study.

Parent and teacher reports are comprehensive measures of behaviours in the community and home environment as well as the school settings. The survey contains between 150 and 170 items (age appropriate descriptors of behaviours) that the respondent rates on a four-point scale of frequency: Never, Sometimes, Often and Almost Always. This takes 10-20 minutes to complete.

The Self-Report of Personality was not used as the items alter between the ages of seven and nine, making this self-report measure inappropriate for this study.

Table 2.7. Copy of Table 2.2 Scale and Composite Score Classification of the Behavioural Assessment System for Children (2nd Edition), Reynolds & Kamphaus, 2004, p. 16)

Classification

Adaptive Scales Clinical Scales T Score Range

Very High Clinically Significant 70 and above

High At-Risk 60-69

Average Average 41-59

At-Risk Low 31-40

Clinically Significant Very Low 30 and below

Table 2.7 shows the levels of severity of risk the survey indicates the individual may be at if individuals score at the levels depicted. Diagnosticians often use the term ‘at- risk’ to indicate the presence of significant problems that, while requiring treatment, may not be severe enough to warrant a formal diagnosis. Clinically significant denotes a high level of maladaptive, or absence of adaptive behaviour. The range corresponds to two standard deviations from the mean.

Table 2.8 describes the scales included in the parent and teacher reports. Table 2.9 shows which scales make up the composites for the parent and teacher reports of the BASC-2 for this age range.

Table 2.8. Adaptation of Table 7.6 Teacher and Parent Scale Definitions (Behavioural Assessment System for Children 2nd Edition Manual, Reynolds & Kamphaus, 2004, p. 60)

Scale Type Definition

Activities of Daily Living

Adaptive The skills associated with performing basic, everyday tasks in an acceptable and safe manner Adaptability Adaptive The ability to adapt readily to changes in the

environment

Aggression Clinical The tendency to act in a hostile manner (either verbal or physical) that is threatening to others Anxiety Clinical The tendency to be nervous, fearful, or worried

about real or imagined problems

Attention Problems Clinical The tendency to be easily distracted and unable to concentrate more than momentarily

Atypicality Clinical The tendency to behave in ways that are considered “odd” or commonly associated with psychosis Conduct Problems Clinical The tendency to engage in antisocial and rule-

breaking behaviour, including destroying property Depression Clinical Feelings of unhappiness, sadness, and stress that

may result in an inability to carry out everyday activities or may bring on thoughts of suicide Functional

Communication

Adaptive The ability to express ideas and communicate in a way others can easily understand

Hyperactivity Clinical The tendency to be overly active, rush through work or activities, and act without thinking

Leadership Adaptive The skills associated with accomplishing academic, social, or community goals, including the ability to work with others

Learning Problems Clinical The presence of academic difficulties, particularly understanding or completing homework

Social Skills Adaptive The skills necessary for interacting successfully with peers and adults in home school and community settings

Somatisation Clinical The tendency to be overly sensitive to and complain about relatively minor physical problems and discomforts

Study Skills Adaptive The skills that are conducive to strong academic performance, including organisational skills and good study habits

Withdrawal Clinical The tendency to evade others to avoid social contact

Table 2.9. Adapted from Table 7.7. Summary of Teacher and Parent Composite Scale Scores (Behavioural Assessment System for Children 2nd Edition Manual, Reynolds & Kamphaus, 2004, p. 66)

BASC-2

Child Externalising Problems Internalising Problems Problems School Behavioural Symptoms

Index Adaptive Skills TRS – Child Hyperactivity Aggression Conduct Problems Anxiety Depression Somatisation Learning Problems Hyperactivity Aggression Depression Attention Problems Atypicality Withdrawal Adaptability Social Skills Functional Communication Attention Problems PRS – Child Hyperactivity Aggression Conduct Problems Anxiety Depression Somatisation - Hyperactivity Aggression Depression Attention Problems Atypicality Withdrawal Adaptability Social Skills Leadership Activities of Daily Living Functional Communication

Items are included in both the parent and teacher reports that help eliminate both positively and negatively biased responses. This is known as the F Index. Scoring allows for only two answers to be omitted (or multiply scored items) by parents and teachers for each scale. If more than two answers are unable to be marked, this renders that scale unusable. This may impact on the composites scores if that scale formed part of that component (see Table 2.9).

Table 2.10 shows a summary of all the standardised quantitative measures used on this battery of tests to enable comparison. The third column shows the published test- retest correlation coefficients. This aspect of reliability was chosen as a comparable estimation of measurement error. Not all tests appear to have, for example Chronbach’s alpha figures, published. These figures were used in analyses to provide disattenuated statistics where possible. This concludes the section describing the measures used in the child study of the effects of musical learning. The following section provides information on recruitment methods, participants, procedures, design, methodologies and statistical analyses used.

Table 2.10. Summary of test battery descriptors for administrative and reliability comparison

Test Name Description Test-retest Reliability Coefficients Administration

Gordon’s Primary Measure of

Musical Aptitude aged up to nine years. Composite measure is also provided. Standardisation by Same/different paradigm measuring tonal and rhythmic aptitude in children age per annum in the form of percentiles.

Aged 7-8 years: Tonal r = .70, Rhythm r = .73, Composite r = .76

Aged 8-9 years: Tonal r = .68, Rhythm r = .66,

Composite r = .73 Gordon, (1986)

40 trials lasting ten minutes for each component administered on separate occasions, in

that order. Wechsler’s Abbreviated Scale

of Intelligence (1990) Verbal (Vocabulary and Similarities) and nonverbal (Block Design and Matrix Reasoning) task based measure of ‘g’ in children and adults. Provides estimates of full intelligence quota (FSIQ) as well as performance (PIQ) and verbal (VIQ) scores. Standardisation by age in three-month increments in the

form of T scores.

FSIQ r=.93, PIQ r=.88, VIQ r=.92 Vocabulary r = .85, Similarities r = .86 Block Design r = .81, Matrix Reasoning r = .93

Kamphaus and Frick (2005)

30 minutes for FSIQ and 15 minutes for brief

version (typically vocabulary and matrix

reasoning) Children’s Memory Scale

(Cohen, 1997) attention and concentration (A/C) in children aged five to sixteen years. These Tasks chosen to focus on auditory long-term (aLTM), short-term (aSTM) and included Word List Learning (LTM), Word List Recall (STM), Numbers (digit

span forwards and backwards) and Sequences (A/C). Standardisation by age per annum in the form of standardised scores.

aLTM r= .84, aSTM r = .86, A/C r = .87

Drozdick, Holdnack, Rolfhus, and Weiss (2008)

15-25 minutes to administer in total

Movement Assessment Battery for Children (2nd _Edition, Henderson, Sugden & Barnett, 2007)

Range of eight tasks based on three components; manual dexterity, aiming and catching and balance. Test is available for children aged 2-16 years, divided into age bands, which are not comparable. Standardisation by age per annum

in the form of standardised scores.

For this age range (aged 7-10 years) components reported as ranging between r = .73 and r = .84.

Total score reported as r = .80. Henderson, Sugden & Barnett (2007).

30 minutes to administer

Behavioural Assessment System for Children (2nd Edition, Reynolds & Kamphaus, 2004)

Questionnaires regarding clinical and adaptive scales and composite scores for the self-report of children and adolescents from 6 to 24 years and their parents and teachers. Up to 170 items per questionnaire. Only the parent (PRS) and

teacher (TRS) questionnaires used herein.

For scales and composite scores: TRS range mid .80s to low .90s,PRS in low .90s (Tan, 2007).

Each questionnaire takes between 15-25 minutes

Beery Visual Motor Integration (VMI), Visual Perception (VP) and Motor Coordination (MC)

Tasks require the guided and free form copying of geometric shapes (VMI), matching a geometric target from a choice of possible similar forms (VP), and

tracing geometric shapes whilst staying in between double lined parameters. . Standardisation by age in three-month increments in the form of standardised

scores. VMI r = .89 VP r = .85 MC r= .86 Beery, (2004) 10-15 minutes allowed (VMI), three- timed task (VP) and 5 minute timed