A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren |
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| Affiliation: | 1. Northeastern University, USA;2. University of Paderborn, Germany;3. University of Wuppertal, Germany;4. University of Cologne, Germany;5. University of Massachusetts, Boston, USA;1. University of South Dakota, United States;2. University of Kansas, United States;3. Purdue University, United States;4. Wayne State College, United States;1. ServeMinnesota, 120 South Sixth Street, Suite 220, Minneapolis, MN 55402, United States;2. Georgia State University, United States;3. ServeMinnesota, United States;1. School of Educational Science, Qufu Normal University, Qufu 273165, China;2. School of History and Culture, Central China Normal University, Wuhan 430079, China;1. University of Illinois at Chicago, United States;2. Elmhurst College, United States;1. Peabody College of Vanderbilt University, United States;2. Tennessee Technological University, United States;3. Georgia State University, United States;4. Southern Methodist University, United States;5. Colorado State University, United States;6. University of North Georgia, United States |
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| Abstract: | The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1–6 in Western Germany. Confirmatory factor analysis supported a two-factor model for both male- and female- students. Configural invariance was supported between male- and female-samples. However scalar invariance was not supported, with higher thresholds for ratings of female students. Results of receiver operating characteristic (ROC) curve analyses were indicative of good to excellent diagnostic accuracy with areas under the curve ranging from 0.89 to 0.93. Optimal cut-off scores were 10, 5, and 13 for the Academic Productivity/Disorganization, Oppositional/Disruptive, and the Total Problems Composite scores of the Integrated System Teacher Rating Form respectively. This initial study of the newly translated measure supports further investigations into its utility for universal screening in German speaking schools. |
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