Dimensions of Classroom Behavior for Kindergarten Children

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1163-1174 ◽  
Author(s):  
Jane D. Wallbrown ◽  
Ann W. Engin ◽  
Fred H. Wallbrown ◽  
John Blaha
Keyword(s):  
Classroom Behavior ◽  
Rating Scale ◽  
Two Dimensions ◽  
Principal Factor ◽  
Kindergarten Children ◽  
Behavior Rating ◽  
School Behavior ◽  
Factor Solution ◽  
Behavioral Ratings ◽  
Behavior Rating Scale

The construct validity of the Devereux Elementary School Behavior Rating Scale (Spivack & Swift, 1967) was investigated for a sample of 408 children enrolled in the 15 kindergarten classes of a suburban school system. The 9 teachers completed behavioral ratings for the children in their classes during 1 wk. in May, 1974. A principal-factor solution was obtained on intercorrelations among the 47 behaviors included in the Devereux scale and the factors thus obtained were rotated to Varimax criterion. The results were generally positive in that 9 of the 11 behavioral dimensions described by Spivack and Swift (1967) were evident in the factor structure. Yet, there were enough differences to suggest the possibility of modifying the Devereux score categories somewhat for use with suburban kindergarten children. For example, the three individual items did not remain distinct and two dimensions did not emerge as factors. Also, the items loading the 9 factors were not always exactly the same as those which the authors specified for the corresponding behavioral dimensions.

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

Teachers' Ratings of Aggression and Students' Own Perceived Status

1983 ◽  
Vol 53 (1) ◽  
pp. 275-278
Author(s):  
Marcia D. Horne ◽  
James E. Powers
Keyword(s):  
Aggressive Behavior ◽  
Significant Interaction ◽  
Rating Scale ◽  
The Self ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavior Rating Scale

The purpose of this study was to investigate the self-perceived status of students ( N = 48) rated by their teachers as high and low in aggressive behavior on an 8-item modified version of the Devereaux School Behavior Rating Scale. In Grades 2, 3, and 4, 4 boys and 4 girls rated low in aggression and 4 boys and 4 girls rated high in aggression by their teachers were randomly selected. A significant interaction of grade by aggression indicated differences in perceived status depending on grade and teachers' ratings of aggression. Students in Grades 2 and 3 who were rated high in aggression perceived themselves as more popular, but those in Grades 4 and 5 so rated perceived themselves as less popular.

Students in Rural Settings with High-Risk Classroom Behavior Problems and Teacher-Subscribed Intervention Strategies

1996 ◽  
Vol 15 (1) ◽  
pp. 29-34
Author(s):  
Cleborne D. Maddux ◽  
Marlowe Smaby ◽  
Jane Hovland
Keyword(s):  
Behavior Problems ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Rural Students ◽  
Rural School Districts ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Rural Settings ◽  
The Mean ◽  
Standard Deviations

Research on the behavior problems of rural students is limited even though the numbers of such students are increasing rapidly. The Devereux Elementary School Behavior Rating Scale II (DESB-II) was administered by teachers to 1801 randomly selected students in their classrooms in grades K-6. These students were enrolled in 17 rural school districts in a large mid-western state. Mean scores and percent of cases with scores two standard deviations or more from the mean were calculated by gender for each grade. Those categories with more than five percent of subjects scoring two standard deviations or more from the mean were identified as representing a particular problem. The researchers identified those teachers who reported the lowest mean incident rates of these behaviors in their classrooms. These teachers were then asked to recommend classroom interventions that were effective for them in dealing with each problem

Exploratory Factor Analysis of the Human Behavior Rating Scale: A Rural Population

2011 ◽  
Vol 109 (3) ◽  
pp. 785-802 ◽  
Author(s):  
Suzanne Woods-Groves ◽  
Ronald C. Eaves ◽  
Thomas O. Williams
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Human Behavior ◽  
Rating Scale ◽  
Total Variance ◽  
Behavior Rating ◽  
Factor Solution ◽  
Five Dimensions ◽  
Behavior Rating Scale ◽  
Principal Axis Factor Analysis

The construct validity of Eaves' Human Behavior Rating Scale (HBRS) was investigated. The HBRS is a scale with 91 Likert-type items designed to measure five factors: arousal (persistence and curiosity), affect (externalizing and internalizing), and cognition. Forty-four teachers of Grades 6, 7, and 8 from two low socioeconomic and rural southern counties completed the HBRS for 320 of their students. Three parcels were submitted for analysis for each of the five dimensions. A five-factor, then a two-factor, solution were analyzed using exploratory factor analysis. A principal-axis factor analysis was employed and an oblique promax rotation was applied. The results supported the five-factor solution with 90.2% of the total variance accounted for when compared to the two-factor solution which recovered 73.4% of the total variance. Intercorrelations between factors ranged from .15 to .76 for the five-factor solution.

Devereux Scales as Behavioral Measures of Visually Impaired Residential Students

1976 ◽  
Vol 70 (6) ◽  
pp. 251-256
Author(s):  
Linda J. Ross ◽  
Patricia A. Gallagher
Keyword(s):  
Child Behavior ◽  
Visually Impaired ◽  
Rating Scales ◽  
Rating Scale ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavioral Measures ◽  
Retest Reliability ◽  
Behavior Rating Scale ◽  
Test Retest Reliability

This study examines how well Devereux behavior rating scales perform as sensitive and reliable instruments for delineating inappropriate behavior among visually impaired children at a residential school. Three Devereux scales were administered: the Child Behavior Rating Scale; the Adolescent Behavior Rating Scale; and the Elementary School Behavior Rating Scale. Students were rated on the scales, from which obviously inappropriate items had been deleted by houseparents and teachers. One week later, a random sample of students was selected for re-evaluation, as a measure of test-retest reliability. The results suggest that the scales could be viable evaluation instruments, though the Child Behavior Rating Scale showed unacceptable test-retest reliability.

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