| PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
PCIT |
The
psychometric properties of a new observation coding system for children’s
disruptive classroom behavior were evaluated. The Revised Edition of the
School Observation Coding System (REDSOCS) was used to observe 51 young
children clinic-referred for conduct-disordered behavior and 182 nonreferred
children from the classrooms of the referred children. Reference point
data for the REDSOCS categories with preschoolers were obtained from the
sample of nonreferred children. Interobserver reliability and concurrent
validity of the three REDSOCS categories with teacher rating scales of
oppositional behavior and hyperactivity were demonstrated. Initial evidence
of convergent and discriminant validity was established through correlations
of the REDSOCS categories with the subscales of the Revised Conners Teacher
Rating Scale. Differences in REDSOCS scores between the nonreferred children
and children referred for school behavior problems provided evidence of
discriminative validity for the REDSOCS categories. The REDSOCS was also
found to classify correctly the majority of referred children according
to the presence or absence of school behavior problems. The results suggest
that the REDSOCS is a promising instrument for measuring disruptive classroom
behavior in preschoolers.
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