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Direct linkEmily Hill; Robert J. Volpe; Amy M. Briesch – School Psychology Review, 2023
In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155…
Descriptors: Psychometrics, Observation, Kindergarten, Grade 1
Lane, Kathleen Lynne; Oakes, Wendy Peia; Common, Eric Alan; Brunsting, Nelson; Zorigian, Kris; Hicks, Tyler; Lane, Nathan A. – Behavioral Disorders, 2019
We report findings of a psychometric study comparing scores from two screening tools: "Student Risk Screening Scale--Internalizing and Externalizing" (SRSS-IE, an adapted version of the Student Risk Screening Scale) and "Behavior Assessment System for Children--Second Edition, Behavioral and Emotional Screening System" (BASC-2…
Descriptors: Child Behavior, Rating Scales, Screening Tests, Middle School Students
Demaray, Michelle Kilpatrick; Summers, Kelly Hodgson; Jenkins, Lyndsay N.; Becker, Lisa Davidson – Journal of School Violence, 2016
The current study further establishes the reliability and validity of the Bullying Participant Behaviors Questionnaire (BPBQ), a self-report survey that allows for an examination of participation in various bullying participant role behaviors including bully, assistant to the bully, victim, defender of the victim, and outsider. The study included…
Descriptors: Questionnaires, Bullying, Test Reliability, Test Validity
Nickerson, Amanda B.; Fishman, Callen – School Psychology Quarterly, 2009
This study assessed the convergent and divergent validity of the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2008). A total of 227 (n = 94 teachers, n = 133 parents) raters completed the DESSA, in addition to the Behavioral and Emotional Rating Scales-2 (BERS-2; Epstein, 2004) and/or the Behavior Assessment…
Descriptors: Test Validity, Rating Scales, Correlation, Interrater Reliability
Peer reviewedMerydith, Scott P. – Journal of School Psychology, 2001
Assesses the temporal stability and convergent validity of the Behavioral Assessment System for Children (BASC). Teachers and parents rated kindergarten and first-grade students using BASC. Teachers were more stable in rating children's externalizing behaviors and attention problems. Discusses results in terms of the accuracy of information…
Descriptors: Affective Behavior, Behavior Rating Scales, Evaluation Methods, Grade 1
Kamphaus, Randy W.; Thorpe, Jennifer S.; Winsor, Anne Pierce; Kroncke, Anna P.; Dowdy, Erin T.; VanDeventer, Meghan C. – Educational and Psychological Measurement, 2007
A principal components analysis of the Teacher Rating Scale-Child (TRS-C) of the Behavior Assessment System for Children was conducted with a cross-sectional cohort of 659 children in Grades 1 to 5. A predictive validity study was then conducted with a 2-year longitudinal sample of 206 children. The results suggested that scores from the resulting…
Descriptors: Grade 1, Grade 2, Grade 3, Grade 4
Download full textLett, Nancy J.; Kamphaus, Randy W. – 1992
Results of the Behavior Assessment System for Children (BASC) Student Observation Scale (SOS), a measure of classroom behavior, were correlated with results of the BASC Teacher Rating Scale (TRS). Two classroom observations were made of each of 30 students (21 males and 9 females) aged 5 to 11 years. Teachers of those students completed the TRS.…
Descriptors: Children, Classroom Observation Techniques, Classroom Research, Comparative Testing
