Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.
Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.
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DOI：
10.1353/etc.0.0084
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发表时间：
2010-02
影响因子：
1
通讯作者：
Eyberg SM
中科院分区：
文献类型：
--
作者：
Bagner DM;Boggs SR;Eyberg SM
本研究检验了学校观察编码系统修订版（REDSOCS）的心理测量特性。参与者是68名3至6岁的儿童，他们作为一项更大规模的疗效试验的一部分，完成了针对对立违抗性障碍的亲子互动治疗。REDSOCS各类别的观察者间信度适中到较高，一致百分比从47%到90%不等（平均为67%），科恩卡帕系数从0.69到0.95不等（平均为0.82）。REDSOCS各类别的聚合效度得到了支持，它与萨特 - 艾伯格学生行为量表修订版的强度量表以及康纳斯教师评定量表修订版：长版（CTRS - R：L）的相关子量表存在显著相关性。发散效度通过REDSOCS类别与CTRS - R：L中预计与破坏课堂行为无关的量表之间无显著相关性得以体现。三个主要REDSOCS类别中的两个通过治疗前后的显著变化显示出了治疗敏感性。本研究为将REDSOCS指定为幼儿的循证评估程序提供了心理测量学支持。
This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen’s kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners’ Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children.