CLASSROOM OBSERVATION CODE FOR HYPERACTIVE-CHILDREN - A REPLICATION OF VALIDITY
CLASSROOM OBSERVATION CODE FOR HYPERACTIVE-CHILDREN - A REPLICATION OF VALIDITY
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DOI：
10.1037/0022-006x.48.5.555
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发表时间：
1980-01-01
影响因子：
5.9
通讯作者：
KLEIN, DF
中科院分区：
文献类型：
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作者：
ABIKOFF, H;GITTELMAN, R;KLEIN, DF
修改后的纽约州立大学石溪分校课堂观察代码的有效性被复制，以区分正常儿童和被他们的老师评估为多动症的儿童。所有以前获得的代码结果都被交叉验证：代码类别截断分数明显区分了多动症和正常儿童；类别和二元组的组合比单一类别对多动症和正常儿童的区分更好；干扰和任务外的行为二元组是最具区分性的。与评估多动症儿童相关的其他发现也得到了重复。年龄与观察到的课堂行为水平呈负相关，多动症儿童比正常儿童有更大的日常受试者内变异性。本研究没有发现儿童S行为的观察者效应，这种复制支持了该编码的可靠性和区分效度，并证明了其在多动儿童研究中的实用性。
The validity of a modified State University of New York at Stony Brook classroom observation code to distinguish normal children from children evaluated as hyperactive by their teachers was replicated. All previously obtained code results were cross-validated: The code category cutoff scores clearly distinguished hyperactive from normal children; the combination of categories into dyads yielded better discrimination between hyperactive and normals than did single categories; the behavioral dyad of interference and off task was the most discriminating. Other findings pertinent to the evaluation of hyperactive children were replicated. Age was inversely related to level of observed classroom behavior, and hyperactive children had greater day-to-day within-subject variability than did normals. No observer effect on the children''s behavior was found. This replication gives strong support to the reliability and discriminative validity of the code and documents its utility in studies of hyperactive children.