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Convergent validity of direct and indirect measures of externalizing behavior symptoms on academic achievement
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Manno, Natalie. Convergent validity of direct and indirect measures of externalizing behavior symptoms on academic achievement. Retrieved from https://doi.org/doi:10.7282/t3-txb7-hg34

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TitleConvergent validity of direct and indirect measures of externalizing behavior symptoms on academic achievement
NameManno, Natalie (author); Reddy, Linda (chair); Lekwa, Adam (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2023
Other Date2022-08 (degree)
SubjectEducational psychology, Behavior disorders in children
Extent50 pages
DescriptionThe present study examined the convergent validity of observer ratings of externalizing behavior symptomatology using the Behavioral Observation of Students in Schools (BOSS; Shapiro, 2004) and teacher ratings of externalizing behavior symptoms on the Behavior Assessment System for Children, Third Edition (BASC-III; Reynolds, Kamphaus, & Vannest, 2015) on student academic achievement measured by the Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV ACH; Schrank, Mather, & McGrew, 2014). The study included a sample of 197 K-5th grade students with or at-risk for externalizing behavior disorders from 36 schools. Teacher ratings of student behavior symptomatology, namely aggression (r = -.16, p = .02), and school problems (r = -.36, p < .001), were significantly related to student achievement. Direct observation data did not significantly relate to student achievement. A series of multilevel models were conducted to examine the convergent validity of the BOSS and BASC-3 externalizing behavior scores on academic achievement. Variables were related, but not potent predictors of achievement for these children. Research limitations and implications of findings for school psychology practice are presented.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-txb7-hg34
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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