Schmidt Ellyn M, Rothenberg W Andrew, Davidson Bridget C, Barnett Miya, Jent Jason, Cadenas Heleny, Fernandez Corina, Davis Eileen
Department of Pediatrics, Mailman Center for Child Development, University of Miami Miller School of Medicine, 1601 NW 12th Avenue, Miami, FL 33136 USA.
Duke University Center for Child and Family Policy, Durham, NC 27708 USA.
J Behav Educ. 2021 Nov 1:1-22. doi: 10.1007/s10864-021-09458-x.
Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months ( = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers ( = 36) as part of a larger randomized control trial of a teacher training intervention. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test-retest reliability. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool's discriminant validity. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. Implications for clinical and research purposes are discussed.
The online version contains supplementary material available at 10.1007/s10864-021-09458-x.
测量幼儿的课堂行为对于指导评估和干预决策很重要，但关于适用于此目的的直接观察工具的文献有限。本文描述了儿童行为评估系统学生观察系统（BASC - 3 SOS）的心理测量特性，该研究涉及135名年龄在20至67个月（平均年龄 = 35个月，64%为拉丁裔，78%患有已确诊的发育障碍）的儿童及其36名教师，这是一项关于教师培训干预的大型随机对照试验的一部分。评估者间对BASC - 3 SOS各项行为的信度从差到好不等。BASC - 3 SOS分数随时间的相关性表明其发育重测信度低至中等。BASC - 3 SOS分数与教师评分之间的显著相关性为其收敛效度、区分效度和预测效度提供了证据。有残疾和无残疾儿童的BASC - 3 SOS分数差异支持了该工具的区分效度。治疗前至治疗后BASC - 3 SOS分数没有显著变化。总体而言，研究结果为BASC - 3 SOS与不同的有残疾和无残疾幼儿一起使用时的心理测量特性提供了好坏参半的证据。文中讨论了其对临床和研究目的的意义。
在线版本包含可在10.1007/s10864 - 021 - 09458 - x获取的补充材料。
