An Evaluation of the German Teacher Version of the Developmental Behaviour Checklist in Children and Adolescents with Intellectual Disability

Autor/inn/en	Zurbriggen, Carmen L. A.; Müller, Christoph M.
Titel	An Evaluation of the German Teacher Version of the Developmental Behaviour Checklist in Children and Adolescents with Intellectual Disability
Quelle	In: Journal of Intellectual & Developmental Disability, 47 (2022) 4, S.365-375 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zurbriggen, Carmen L. A.) ORCID (Müller, Christoph M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2022.2044269
Schlagwörter	Foreign Countries; Check Lists; Behavior Problems; Emotional Problems; Developmental Disabilities; Intellectual Disability; Psychometrics; German; Teachers; Children; Adolescents; Test Validity; Test Reliability; Student Characteristics; Student Behavior; Students with Disabilities; Special Schools; Germany; Developmental Behavior Checklist + Suchen Sie Ihr Suchwort? Ausland; Checkliste; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Psychometry; Psychometrie; Deutscher; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Testvalidität; Testreliabilität; Student behaviour; Schülerverhalten; Student; Students; Schüler; Schülerin; Studentin; Special school; Sonderschule; Deutschland
Abstract	Background: The Developmental Behaviour Checklist (DBC) is an established, internationally used questionnaire for assessing behavioural and emotional problems among young people with developmental or intellectual disabilities (ID). The present study aims to evaluate the psychometric properties of its German teacher version (DBC-T). Method: The German DBC-T was administered to 397 school staff members who reported twice on 1177 children and adolescents with ID over a period of 7-9 months. Data were analysed within an exploratory structural equation modelling framework. Results: Our results supported the five-factor structure of the DBC-T and found good reliability for all scales. Analyses on the relationship of DBC-T scores with students' age, gender, and adaptive behaviour provided further evidence for the validity of the DBC-T. Conclusions: Our study endorses the notion that the German DBC-T is an important instrument both for research and practice. Limitations and further directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01