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J Sch Psychol. 2018 Feb;66:25-40. doi: 10.1016/j.jsp.2017.11.003. Epub 2017 Nov 23.

A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren.

Author information

1
Northeastern University, USA. Electronic address: r.volpe@neu.edu.
2
University of Paderborn, Germany.
3
Northeastern University, USA.
4
University of Wuppertal, Germany.
5
University of Cologne, Germany.
6
University of Massachusetts, Boston, USA.

Abstract

The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1-6 in Western Germany. Confirmatory factor analysis supported a two-factor model for both male- and female- students. Configural invariance was supported between male- and female-samples. However scalar invariance was not supported, with higher thresholds for ratings of female students. Results of receiver operating characteristic (ROC) curve analyses were indicative of good to excellent diagnostic accuracy with areas under the curve ranging from 0.89 to 0.93. Optimal cut-off scores were 10, 5, and 13 for the Academic Productivity/Disorganization, Oppositional/Disruptive, and the Total Problems Composite scores of the Integrated System Teacher Rating Form respectively. This initial study of the newly translated measure supports further investigations into its utility for universal screening in German speaking schools.

KEYWORDS:

Behavioral intervention; Disruptive behavior; Personalized intervention; Universal screening

PMID:
29429493
DOI:
10.1016/j.jsp.2017.11.003
[Indexed for MEDLINE]

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