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Bagner DM, Boggs SR, Eyberg SM. Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children. Educ Treat Children. 2010;33(1):65-83doi: 10.1353/etc.0.0084.
Bagner, D. M., Boggs, S. R., & Eyberg, S. M. (2010). Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children. Education & treatment of children, 33(1), 65-83. https://doi.org/10.1353/etc.0.0084
Bagner, Daniel M, et al. "Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children." Education & treatment of children vol. 33,1 (2010): 65-83. doi: https://doi.org/10.1353/etc.0.0084
Bagner DM, Boggs SR, Eyberg SM. Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children. Educ Treat Children. 2010 Feb;33(1):65-83. doi: 10.1353/etc.0.0084. PMID: 21687781; PMCID: PMC3116723.
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Educ Treat Children. 2010 Feb;33(1):65-83. doi: 10.1353/etc.0.0084.

Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.

Education & treatment of children

Daniel M Bagner, Stephen R Boggs, Sheila M Eyberg

Affiliations

  1. Department of Psychology, Florida International University, Miami.

PMID: 21687781 PMCID: PMC3116723 DOI: 10.1353/etc.0.0084

Abstract

This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen's kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners' Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children.

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