Development and Validation of Disruptive Behavior Scales for the Student Behavior Survey (SBS)

Abstract

This study evaluated the 102 items of the Student Behavior Survey (SBS; Lachar, Kline, Wingenfeld, & Gruber, 1995). The SBS is a teacher behavioral rating scale that can be used with the parent-informant Personality Inventory for Children, the student-informant Personality Inventory for Youth (Lachar & Gruber, 1995; Wirt, Lachar, Klinedinst, & Seat, 1984), or as a stand-alone instrument. Three disruptive behavior scales (Attention Deficit Hyperactivity, Oppositional Defiant, and Conduct Problems), developed through consensual nomination to DSM-IV criteria, obtained empirical support for item placement and demonstrated positive psychometric properties. These scales possessed excellent internal consistency and adequate temporal stability and interrater reliability. Student gender, age, and referral status affected scale elevation in expected ways. These three SBS scales also obtained strong correlations with conceptually related independent measures and discriminated among subgroups of clinical and special education students.

The Effect of Academic Self-Concept on ADHD and Antisocial Behaviors in Early Adolescence

“…Additionally relevant is the converging evidence that generally indicates a high degree of overlap between the symptoms of hyperactivity and impulsivity and those of oppositional defiant disorder (ODD; Burns, Walsh, Owen, & Snell, 1997;Pillow et al, 1998;Pisecco et al, 1999). This is an important point to consider because it is well accepted that ODD is generally considered a precursor to the development of conduct disorder (Hinshaw & Anderson, 1996).…”

Clinical Assessment of Child and Adolescent Personality and Behavior

“…The manual of the SBS provides (1) the correlations of the SBS subscales with clinician ratings of adjustment problems in 129 primarily clinic-referred children, (2) the correlations among SBS scores and parent-and self-report ratings using the PIC-2 and PIY, and (3) the correlations between the SBS and an early version of the Conners rating Scale for teachers (see also Pisecco et al, 1999;Wingenfeld, Lachar, gruber, & Kline, 1998).…”

The Effect of Child Characteristics on Teachers' Acceptability o f Classroom-Based Behavioral Strategies and Psychostimulant Medication for the Treatment of ADHD

“…There is also converging evidence suggesting overlap among the symptoms of hyperactivity, impulsivity, and those of oppositional defiant disorder (Burns, Walsh, Owen, & Snell, 1997;Pillow, Pelham, Hoza, Molina, & Stultz, 1998;Pisecco, Lachar, et al, 1999). Students who mainly exhibit symptoms of inattention will likely be less disruptive in the classroom than students who present with symptoms of the combined or hyperactive-impulsive subtypes.…”