儿童早期教育机构儿童反应量表的初步开发

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear
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引用次数: 0

摘要

本文介绍了 "儿童反应量表"(CRS)得分的初步心理测量数据,该量表是一种观察性测量方法,用于评估儿童对教师旨在促进社会情感能力的做法的反应。在研究 1 中,有 54 名教师和 91 名有情绪和行为障碍风险的儿童在幼儿教室中进行了 633 次现场观察,并由两名编码员进行独立评分。CRS项目得分的相互信度ICC(2,2)平均为0.67(SD = 0.06;范围0.55至0.72)。CRS 量表得分显示了对教师、儿童和编码者之间差异的敏感性。在研究 2 中,有 52 名教师和 52 名儿童参加的 634 次幼儿课堂观察记录由两名编码员独立评分。项目得分的相互信度(ICC(2,2))平均为 0.62(标准差 = 0.08;范围 0.53 至 0.74)。对不同样本进行的探索性因素分析和确认性因素分析表明,项目最好表现为两个相关因素,一个是积极因素,另一个是消极因素。分析提供了 CRS 量表得分有效性的初步证据。我们还讨论了未来的研究方向,即使用 CRS 评估儿童反应能力在促进幼儿课堂中儿童成果方面的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Initial Development of the Child Responsiveness Scale for Early Childhood Settings
This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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