Validation of the Classroom Behavior Inventory.

Blunden, Dale; Spring, Carl; Greenberg, Leonard J.

doi:10.1037/h0035905

Cited by 66 publications

(30 citation statements)

References 3 publications

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“…The presence of halo effect in scales assessing disruptive behavior disorders has been well documented (e.g., Abikoff, Courtney, Pelham, & Koplewicz, 1993 ;Abikoff & Gittelman,1985;Blunden, Spring, & Greenberg, 1974;Prinz, Connor, & Wilson, 1981;Schachar, Sandberg, & Rutter, 1986). This halo effect appears to be unidirectional in nature (Abikoff et al, 1993;Schachar et al, 1986).…”

Section: Using Behavior Rating Scales Foradhdmentioning

confidence: 97%

Using Behavior Rating Scales forADHD Across Ethnic Groups

Reid¹,

Casat

Norton

et al. 2001

Journal of Emotional and Behavioral Disorders

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In this study we examined the normative and construct equivalence of the teacher IOWA Conners Rating Scale (IOWA) in a sample of 3,998 elementary school children (2,124 African American and 1,874 European American) ages 5 to 1 1 years in an urban school district. Risk odds ratios (% > 2 SD) were calculated by gender and ethnicity. An exploratory Principal Axis factor analysis was performed to determine the appropriateness of the 2-factor model. Structural equation modeling was used to estimate the degree of fit for the 2-factor model. Both African American boys and girls received significantly higher scores than their European American counterpoints.There was a 2.48 to 3.5 1 greater likelihood forAfrican American boys and a 3.60 to 5.27 greater likelihood of African American girls to be rated > 2 SD above the mean for inattention/overactivity, aggression, or IOWA Conners Rating Scale scores. A rater ethnicity by student ethnicity (European American vs. African American) interaction was also found. Confirmatory factor analysis indicated that the same 2-factor model was appropriate

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Section: Using Behavior Rating Scales Foradhdmentioning

confidence: 97%

Using Behavior Rating Scales forADHD Across Ethnic Groups

Reid¹,

Casat

Norton

et al. 2001

Journal of Emotional and Behavioral Disorders

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“…It implicitly allows a teacher to make qualitative judgments about the appropriateness, relevance, and goal-directed nature of the behavior. Investigators have used the Conners TRS as well as similar scales by Davids (1971), Blunden, Spring, and Greenberg (1974), and Zukow, Zukow, and Bentler (1978) The complexity of the problem of hyperactivity for parents was well illustrated by Ross and Ross (1976) who compiled descriptions of behaviors commonly exhibited by hyperactive individuals across various age periods (see Table 1). As they emphasized, few hyperactive individuals exhibit the entire constellation of behaviors at any one age period.…”

Section: Incidence Of Dietary Treatmentmentioning

confidence: 99%

Pills or Skills for Hyperactive Children

O’Leary

1980

J of App Behav Analysis

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The controversial nature of drug treatment of hyperactivity, the incidence and sequelae of hyperactivity, and problems of differential diagnosis of hyperactivity versus aggression were discussed. The effects of psychostimulant medication and behavior therapy on hyperactive children were reviewed with regard to effects on their social and academic behavior. Both treatments have resulted in clear short-term changes in social behavior but neither long-term academic nor long-term social effects have been shown with either treatment. Short-term effects on academic behavior have resulted from behavioral interventions but not from psychostimulants. However, the interventions have been too brief to allow one to draw unequivocal conclusions about the clinical efficacy of behavioral treatments. Although there have been long-term evaluations of psychostimulant therapy, there have not been any evaluations of long-term behavioral treatment programs for hyperactive children. Given the salutary short-term effects of behavior therapy with hyperactive children, extended clinical trials of behavior therapy need to be conducted. Finally, specific directions are suggested for future research.DESCRIPTORS: hyperactivity, pharmacological treatment, behavioral treatment, dietary effects on hyperactivity, elementary school children

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“…These measures are widely used for applied and research purposes, and it is disappointing to observe that support for their validity is relatively weak. Thus, analyses relevant to the construct validity (Blunden et al, 1974) and the treatment validity (Greenwood et al, 1979) of molecular measures yielded essentially negative results.…”

Section: Summary Of the Reviewmentioning

confidence: 90%

“…Blunden, Spring, and Greenberg (1974) were interested in assessing the validity of the Classroom Behavior Inventory. Specific scores from that teacher-rating measure were correlated with parallel scores from an observational measure (e.g., teacher ratings of "restlessness" assessed against observational data of "restlessness"), and, hence, the results may also be considered relevant to the validity of the observational measure.…”

Section: Construct Validitymentioning

confidence: 99%

The Validity of Direct Observation Measures of Pupil Classroom Behavior

Hoge

1985

Review of Educational Research

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An evaluation of the validity of direct observation measures of pupil classroom behaviors is presented. The evaluation is based on a survey of analyses bearing on their construct, criterion-related, and treatment validities. Three types of measures are discussed. These include molar measures, where the focus is on broad dimensions of classroom behavior (e.g., "on-task" vs. "off-task"), molecular measures, where the focus is on more specific dimensions of behavior, and molecular-composite measures, where the data are collected in terms of molecular units but scored in terms of composite categories. Consistent support for the validity of molar and molecular-composite types of measures was revealed, but support for the molecular schedules was less consistent. The paper also contains a set of recommendations for users of these instruments and some suggestions for future research on the measures.

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Validation of the Classroom Behavior Inventory.

Cited by 66 publications

References 3 publications

Using Behavior Rating Scales forADHD Across Ethnic Groups

Using Behavior Rating Scales forADHD Across Ethnic Groups

Pills or Skills for Hyperactive Children

The Validity of Direct Observation Measures of Pupil Classroom Behavior

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