Devereux学生优势评估的收敛效度与发散效度。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-03-01 DOI:10.1037/A0015147

Amanda B. Nickerson, Callen E. Fishman

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引用次数: 54

摘要

本研究评估了Devereux学生优势评估(DESSA;LeBuffe, Shapiro， & Naglieri, 2008)。共有227名评分者(94名教师，133名家长)完成了DESSA，以及行为和情绪评定量表- 2 (BERS-2;Epstein, 2004)和/或儿童行为评估系统- 2 (BASC-2;Reynolds & Kamphaus, 2004)。家长和教师完成的DESSA和BERS-2各分量表与总量表均有显著相关。DESSA量表和BASC-2自适应技能量表在家长和教师评分者中均显著相关。通过将总保护因子量表及其子量表与BASC-2行为症状指数及临床子量表相关联，探讨DESSA的发散效度。除了焦虑、躯体化和退缩亚量表外，大多数父母评分的相关性都是显著的负相关。对DESSA趋同效度的支持在评分者(如父母;教师)和措施(例如，basic - 2;BERS-2)。因此，这些发现支持DESSA的发散效度。

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Convergent and divergent validity of the Devereux Student Strengths Assessment.

This study assessed the convergent and divergent validity of the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2008). A total of 227 (n 94 teachers, n 133 parents) raters completed the DESSA, in addition to the Behavioral and Emotional Rating Scales–2 (BERS–2; Epstein, 2004) and/or the Behavior Assessment System for Children–2 (BASC–2; Reynolds & Kamphaus, 2004). All DESSA and BERS–2 subscales and total scales completed by parents and teachers correlated significantly. DESSA subscales and BASC–2 Adaptive Skills subscales correlated significantly for both parent and teacher raters. The divergent validity of the DESSA was explored by correlating the Total Protective Factor scale and subscales with the BASC–2 Behavioral Symptoms Index and clinical subscales. The majority of correlations for the parent ratings were significantly, negatively correlated, with the exception of the Anxiety, Somatization, and Withdrawal subscales. Support for the convergent validity of the DESSA was consistent across raters (e.g., parents; teachers) and measures (e.g., BASC–2; BERS–2). Thus, these findings support the divergent validity of the DESSA.

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.