Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

Autor/inn/en	Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.
Titel	Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey
Quelle	(2017), (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/1098300716665081
Schlagwörter	Psychometrics; Interpersonal Competence; Classroom Environment; Elementary Schools; Performance Based Assessment; Academic Achievement; Progress Monitoring; Program Validation; Identification; Early Intervention; Factor Structure; Goodness of Fit; Predictive Validity; Test Validity; Behavior Problems; Behavior Rating Scales; Predictor Variables; Factor Analysis; Observation; Behavior Disorders; Screening Tests; Attention Deficit Hyperactivity Disorder; Achievement Tests; Likert Scales; Maximum Likelihood Statistics; Elementary School Students; Elementary School Teachers; Missouri; Tennessee; Utah; Systematic Screening for Behavior Disorders; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Interpersonale Kompetenz; Klassenklima; Unterrichtsklima; Elementary school; Grundschule; Volksschule; Leistungsermittlung; Schulleistung; Identifikation; Identifizierung; Faktorenstruktur; Testvalidität; Prädiktor; Faktorenanalyse; Beobachtung; Screening-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Likert-Skala; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern (2012) examining the "Classroom Performance Scale" (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of three years, 160 elementary school teachers in 19 schools across 3 states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools. [This article was published in "Journal of Positive Behavior Interventions" v19 n2 p78-89 Apr 2017 (EJ1139516).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01