Concurrent validity of the Sutter-Eyberg Student Behavior Inventory with grade school children PDF
Preview Concurrent validity of the Sutter-Eyberg Student Behavior Inventory with grade school children
CONCURRENTVALIDITYOFTHESUTTER-EYBERGSTUDENTBEHAVIOR INVENTORYWITHGRADESCHOOLCHILDREN By ARISTARAYFIELD ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 1997 ACKNOWLEDGEMENTS Iwouldliketothankmychair.Dr.SheilaEyberg,forallofthetimeandeffortshe hasgiventothisprojectandforallofthesupportshehasgivenme. Iwouldalsolike tothankmyothercommitteemembers,Dr. SuzanneJohnson,Dr.JamesAlgina,Dr. StephenBoggs,andDr.GaryGeffkenfortheirtimeandsuggestionswhichhavegreatly improvedthisproject. Inaddition,IwouldliketothankDr.MelLucasandtheAlachua CountySchoolSystemfortheircooperation,withoutwhichthisprojectwouldnothave beenpossible. IwouldalsoliketotakethisopportunitytothankmycolleaguesDan EdwardsandTriciaDumingandresearchassistantsAlfredAmado,EmilyLeGrand,and BethanyLufortheirassistancewiththisproject. Finally, Iwouldliketothankmy familyforalloftheirsupportandencouragement. ii TABLEOFCONTENTS ACKNOWLEDGEMENTS ii LISTOFTABLES vi LISTOFFIGURES viii ABSTRACT x INTRODUCTION 1 AssessmentofConductProblemBehaviors 4 RatingScales 5 ClinicalSignificance 7 BehavioralObservations 11 BehavioralObservationSystems 14 RelationshipbetweenBehavioralObservationand TeacherRatings 16 Sutter-EybergStudentBehaviorInventory 17 PreviousItemAnalyses 18 PreviousScaleAnalyses 20 RelationshipbetweentheScalesoftheSESBI 22 Reliability 23 Validity 24 FactorAnalyses 28 Gender,Age,andEthnicityEffects 32 PurposesofthePresentStudy 34 METHOD 35 Participants 35 Measures 36 Procedure 37 Hypotheses 38 Analyses 39 iii RESULTS 41 ItemAnalyses 41 ItemAnalysesoftheSESBI 41 ItemAnalyesoftheSESBI-R 41 InternalConsistency 42 SESBIIntensityScale 42 SESBIProblemScale 42 SESBI-RIntensityScale 43 SESBI-RProblemScale 44 TestRetestReliability 45 SESBI 45 SESBI-R 45 REdSOCS 46 Kappa 46 DemographicEffects 47 CorrelationsbetweenBehavioralObservationsandSESBIScores 50 CorrelationsbetweenBehavioralObservations andtheSESBI-RScores 50 ChildBehaviorChecklist- TeacherRatingForm 51 ExternalizingScore 51 RelationshipwiththeSESBI 59 RelationshipwiththeSESBI-R 59 EffectsofDemographicVariablesontheSESBI IntensityScale 60 EffectsofDemographicVariablesontheSESBI ProblemScale 63 EffectsofDemographicVariablesontheSESBI-R IntensityScale 63 EffectsofDemographicVariablesontheSESBI-R ProblemScale 66 CuttOfSSfEESSScBBoIIr-esR [ [ , . . 777000 CBCL-TRF 71 FactorAnalysisoftheSESBI-R 71 DISCUSSION 76 APPENDIX 88 REFERENCES 91 iv BIOGRAPHICALSKETCH LISTOFTABLES Table page 1. Cronbach'salphasfortheIntensityand ProblemScalesoftheSESBI 43 2. Cronbach'salphasfortheIntensityand ProblemScalesoftheSESBI-R 44 3. MeansandStandardErrorsofOfftaskby TypeofClassroomandRace 47 4. Analysis ofVariancefortheOfftaskCategory 48 5. Analysis ofVariancefortheInappropriateCategory 48 6. MeansandStandardErrorsofInappropriateCategoryby TypeofClassroomandRace 49 7. Analysis ofVariancefortheNoncomplyCategory 49 8. MeansandStandardErrorsforNoncomplybyGrade 50 9. CorrelationsbetweenBehavioralObservations andtheSESBI 51 10. CorrelationsbetweenBehavioralObservations andtheSESBI-R 52 11. AnalysisofVariancefortheExternalizingRawScore oftheCBCL-TRF 53 12. MeansandStandardErrorsoftheCBCL-TRFExternalizingRawScore byGrade,Race,andTypeofClassroom 57 13. AnalysisofVariancefortheInternalizingRawScore oftheCBCL-TRF 58 vi 14. MeansandStandardErrorsoftheCBCL-TRFInternalizingRawScore byGrade,Race,andTypeofClassroom 58 15. RelationshipbetweentheSESBIandSESBI-RScale ScoresandtheCBCL-TRF 60 16. AnalysisofVarianceModelwiththeSESBIIntensityScale 61 17. AnalysisofVarianceModelofFixedEffectsontheSESBIProblemScale 65 18. AnalysisofVarianceModelofFixedEffectsontheSESBI-RIntensityScale68 19. AnalysisofVarianceModelofFixedEffectsontheSESBI-RProblemScale70 20. FactorLoadingsontheIntensityScale oftheSESBI-R 73 21. MeansandStandardDeviationsforFactors1and2oftheSESBI-R .... 71 vii LISTOFFIGURES Figurg page 1. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(Kindergarten) 54 2. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(FirstGrade) 54 3. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(SecondGrade) 55 4. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(ThirdGrade) 55 5. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(FourthGrade) 56 6. TypeofClasroomxChildRacexGradeInteractionwith theCBCL-TRFExternalizingScore(FifthGrade) 56 7. TypeofClassroomMainEffectforthe SESBIIntensityScale 62 8. TypeofClassroomxChildRacexChildGenderx TeacherRaceInteractionwiththeSESBIIntensity Scale(Regularclassrooms) 62 9. TypeofClassroomMainEffectforthe SESBIProblemScale 64 10. TypeofClassroomxChildRacexChildGenderx TeacherRaceInteractionwiththeSESBIProblem Scale(Regularclassrooms) 64 11. TypeofClassroomMainEffectforthe SESBI-RIntensityScale 67 viii 12. TypeofClassroomxChildRacexChildGenderx TeacherRaceInteractionwiththeSESBI-RIntensity Scale(Regularclassrooms) 67 13. TypeofClassroomxChildGenderxTeacherRace InteractionwiththeSESBI-RProblemScale 72 ix AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofPhilosophy CONCURRENTVALIDITYOFTHESUTTER-EYBERGSTUDENT BEHAVIORINVENTORYWITHGRADESCHOOLCHILDREN By AristaRayfield May, 1997 Chairperson: SheilaM.Eyberg MajorDepartment: ClinicalandHealthPsychology ThisstudydemonstratedtheconcurrentanddiscriminantvalidityoftheSutter- EybergStudentBehaviorInventory(SESBI)andtheSutter-EybergStudentBehavior Inventory-Revised(SESBI-R)withgradeschoolchildren. Fifty-twoteachers completedtheSESBIandtheChildBehaviorChecklist-TeacherRatingForm(CBCL- TRF)on415childreninkindergartenthrough5thgradeintheAlachuaCountyPublic Schoolsystem. Onehundredoneofthechildrenratedwereinclassesforchildren withexceptionalstudenteducationneedsandtheremainderwereinregularclasses. ThesamplewasevenlydividedbetweenAfricanAmericansandCaucasiansand betweenmalesandfemales. TheSESBIdemonstratedhighcoefficientalphawithin demographicsubgroupsandsatisfactorytest-retestreliability. TheSESBIscoreswere foundtocorrelatesignificantlywithobservationalmeasuresofinappropriatebehavior andoff-taskbehaviorinregularclassrooms. HigherSESBIscoreswererelatedto X
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