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Development and Validation of Classroom Problem Behavior Scale- Elementary School Version(CPBS-E)

  • The Korean Journal of School Psychology
  • Abbr : KJSP
  • 2019, 16(3), pp.433-451
  • DOI : 10.16983/kjsp.2019.16.3.433
  • Publisher : The Korean Journal of School Psychology
  • Research Area : Social Science > Psychological Science > School / Educational Psychology
  • Received : October 15, 2019
  • Accepted : December 28, 2019
  • Published : December 31, 2019

Wonyoung Song 1,  Eun JIn Chang 2,  Gayoung Choi 1,  Jaegwang Choi 1,  Kwang-Sun Cho Blair 3,  Sung-Doo Won 4,  Han Miryeung 2

1건양대학교
2침례신학대학교
3University of South Florida
4아주대학교

Accredited

ABSTRACT

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, ‘Green Mileage’, and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale’s correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

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This paper was written with support from the National Research Foundation of Korea.
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