Journal article
Disruptive behaviors in the classroom: initial standardization data on a new teacher rating scale
Journal of abnormal child psychology, Vol.18(5), pp.515-525
10/1990
Handle:
https://hdl.handle.net/2376/100966
PMID: 2266223
Abstract
This study presents initial standardization data on the Sutter-Eyberg Student Behavior Inventory (SESBI), a teacher-completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kingergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item-total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.
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Details
- Title
- Disruptive behaviors in the classroom: initial standardization data on a new teacher rating scale
- Creators
- G L Burns - Washington State University, Pullman 99164-4280S M Owen
- Publication Details
- Journal of abnormal child psychology, Vol.18(5), pp.515-525
- Academic Unit
- Psychology, Department of
- Publisher
- United States
- Identifiers
- 99900546509501842
- Language
- English
- Resource Type
- Journal article