Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy.
Type: article
Abstract: The study examined the factor structure, reliability, validity, classification accuracy, and usability of a novel school-based screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from two public school districts in the Northeastern United States. Teacher ratings were obtained for 390 students in grades K-6. Exploratory factor analysis supported a 2-factor structure (Oppositional/Disruptive and Academic Productivity/Disorganization). Data from the screening instrument demonstrated favorable internal consistency, temporal stability, convergent validity, and classification accuracy. In addition, teacher ratings of feasibility and acceptability supported the use of the measure for universal screening in elementary school settings. Results indicated the novel measure should facilitate classroom intervention for problem behaviors by identifying at-risk students and determining specific targets for daily behavior report card interventions.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7066327475