바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of School Psychology

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

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Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn).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correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report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.

keywords
Elementary school student, problem behavior scale, teacher, scale development, validation, 초등학생, 문제행동선별척도, 교사, 척도개발, 타당화

Reference

1.

김미선 (2016). 긍정적 행동지원의 실행과 과제. 한국정서․행동장애아교육학회 학술대회논문집. 1-14.

2.

김민영, 김영아, 오경자 (2012). 한국판 아동청소년행동평가 척도 교사용(TRF) 표준화 연구. 한국심리학회지: 학교, 9(2), 367-391.

3.

김영한, 조아미, 이승하, 변해진 (2013). 청소년 문제행동 저연령화 실태 및 정책 과제 연구. 한국청소년정책연구원 연구보고서, 1- 366.

4.

김은경, 민지영 (2011). 긍정적 행동지원이 ADHD 아동의 수업참여 행동과 공격행동에 미치는 효과. 정서․행동장애연구, 27(2), 1-32.

5.

교육부 (2019). 2019년 1차 학교폭력 실태조사 결과 발표. 세종: 교육부.

6.

성병창, 강찬동, 황희숙 (2004). 초 중등학교 학교훈육에 대한 종합적 분석과 대책 수립에 관한 연구. 한국교육저널, 31(1), 281-314.

7.

소명희, 김윤희 (2016). 긍정적 행동지원이 ADHD 아동의 가정 내 자율학습시간 문제행동과 과제참여행동에 미치는 효과. 한국심리학회지: 발달, 29(3), 165-193.

8.

시민일보 (2014. 08. 22). 초․중․고교 상․벌점제 내달 폐지.

9.

연합뉴스 (2019. 05. 19). 매 맞는 교사 늘었다 “교권 인식 개선 필요”.

10.

이경숙 (2012). 한국 영유아 정신건강 증진을 위한 실태조사 및 서비스 요구도 연구. 한국보육지원학회지, 12(3), 211-238.

11.

이경숙, 신의진, 신동주, 전연지, 박진아 (2003). 한국판 영유아 행동문제 평가척도(Korean Behavior Assessment System for Children, K-BASIC) 표준화 예비연구. 한국심리학회지: 발달, 16(4), 175-191.

12.

이경숙, 신의진, 전연진, 박진아 (2004). 한국 유아 행동문제의 경향과 특성: 서울지역을 중심으로. 한국심리학회지: 발달, 17(4), 53-73.

13.

이동형 (2014). 학생훈육에 대한 대안적 접근의 필요성. 한국심리학회 학술대회 자료집, 2014(1), 178-178.

14.

이영아, 김보성, 민윤기 (2008). 초등학생의 문제유형에 따른 학교생활 적응과 정신건강. 사회과학연구, 19, 47-60.

15.

이영애, 정현회 (2015). 청소년 내재화 및 외현화 문제행동의 변화양상과 영향요인. 청소년상담연구, 23(2), 253-276.

16.

이효신, 강삼성 (2012). 학급수준의 긍정적 행동지원이 통합학급 초등학생의 문제행동과 학교생활 만족도에 미치는 영향. 정서․행동장애연구, 28(3), 1-35.

17.

이효신, 이선아 (2015). 초등학교 학생의 수업 중 문제행동 개선을 위한 학급차원의 긍정적 행동지원의 적용. 정서․행동장애연구, 31(2), 61-84.

18.

이효정 (2014). 문제행동에 대한 새로운 접근. 교육비평(34), 276-287.

19.

오경자, 김영아 (2011). ASEBA 아동 청소년 행동평가척도 매뉴얼. 서울: ㈜ 휴노.

20.

장은진, 이미영, 정재우, 조광순, 이동형, 송원영, 한미령 (2018). 다층지원체계 중심의 긍정적 행동지원에 관한 한국과 미국의 실험연구 비교분석. 한국심리학회지: 학교, 15(3), 399-431.

21.

정승아, 안동현, 정선녀, 정윤경, 김윤영 (2008). 청소년 정신건강 및 문제행동 선별검사개발 연구. 대한신경정신의학회지, 47(2), 168-176.

22.

홍세희 (2000). 구조 방정식 모형의 적합도 지수 선정기준과 그 근거. Korean Journal of Clinical Psychology, 19(1), 161-177.

23.

Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised child behavior profile. Burlington: University of Vermont Press.

24.

Achenbach, T. M., & Rescorla, L. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Burlington, VT:: Aseba.

25.

American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5®. American Psychiatric Pub. 권준수, 김재진, 남궁기, 박원명, 신민섭, 유범희, 윤진상, 이상익, 이승환, 이영식 이헌정, 임효덕(2018). <정신질환의 진단 및 통계 편람>. 서울: ㈜학지사.

26.

Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2011). The effects of school-wide positive behavior support on middle school climate and student outcomes. RMLE Online, 35(4), 1-14.

27.

Emst, J. V., & Moye, J. J. (2013). Social adjustment of at-risk technology education students. Journal of Technology Education, 24(2), 2-13.

28.

Fornell, C., &Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.

29.

Haukoos, J. S., & Lewis, R. J. (2005). Advanced statistics: bootstrapping confidence intervals for statistics with “difficult” distributions. Academic emergency medicine, 12(4), 360- 365.

30.

Kellam, S. G., Branch, J. D., Agrawal, K. C., & Ensminger, M. E. (1975). Mental health and going to school: The Woodlawn program of assessment, early intervention, and evaluation. Chicago: University of Chicago Press.

31.

Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2009). Teacher observation of classroom adaptation-checklist: Development and factor structure. Measurement and Evaluation in Counseling and Development, 42(1), 15-30.

32.

Lawshe, C. H. (1975). A quantitative approach to content validity 1. Personnel psychology, 28(4), 563-575.

33.

Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237.

34.

Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19(4), 585-602.

35.

Zar, J. H. (1999). Biostatistical Analysis. 4th edition. Prentice-Hall, Englewood Cliffs, New Jersey.

Korean Journal of School Psychology