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Disruptive behaviors in the classroom: Initial standardization data on a new teacher rating scale

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Abstract

This study presents initial standardization data on the Sutter- Eyberg Student Behavior Inventory (SESBI), a teacher- completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kindergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item- total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.

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Authors and Affiliations

  1. Pullman School District, NW 115 State Street, 99163, Pullman, Washington

    Sandra M. Owen

  2. Department of Psychology, Washington State University, 99164-4820, Pullman, Washington

    G. Leonard Burns

Authors
  1. G. Leonard Burns
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  2. Sandra M. Owen
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Additional information

The authors would like to acknowledge the support of the teachers in the Pullman School District, whose kind help and assistance made the study possible. Special thanks are also extended to Todd Sosna, Christine Ladish, and Lee Sternberger for their helpful comments on earlier versions of the paper. Preparation of this study was supported in part by funds provided to G. Leonard Burns by Washington State University.

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Burns, G.L., Owen, S.M. Disruptive behaviors in the classroom: Initial standardization data on a new teacher rating scale. J Abnorm Child Psychol 18, 515–525 (1990). https://doi.org/10.1007/BF00911105

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  • DOI: https://doi.org/10.1007/BF00911105

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