Construct Validity of the BASC-3 Teacher Rating Scales: Independent Hierarchical Exploratory Factor Analyses with the Normative Sample

Autor/inn/en	Canivez, Gary L.; von der Embse, Nathaniel P.; McGill, Ryan J.
Titel	Construct Validity of the BASC-3 Teacher Rating Scales: Independent Hierarchical Exploratory Factor Analyses with the Normative Sample
Quelle	In: School Psychology, 36 (2021) 4, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Canivez, Gary L.) ORCID (McGill, Ryan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000444
Schlagwörter	Child Behavior; Rating Scales; Behavior Problems; Construct Validity; School Psychology; Psychometrics; Factor Structure; Factor Analysis; Preschool Children; Adolescents; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Rating-Skala; Schulpsychologie; Psychometry; Psychometrie; Faktorenstruktur; Faktorenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	The Behavior Assessment System for Children-Third Edition (BASC-3) is the most recent edition and the Teacher Rating Scales (TRS) was reported to be the most frequently used test in school psychology practice. Despite its popularity, there is a lack of independent empirical research regarding psychometric properties. The BASC-3 "Manual," while quite detailed in many respects, lacks important details in reporting TRS item- and scale-level factor analyses limiting confidence in construct validity based on internal structure. The present study examined the latent factor structure of the BASC-3 TRS Preschool, Child, and Adolescent Clinical and Adaptive scales using best practices in exploratory factor analysis (EFA). EFA was conducted with the Clinical "and" Adaptive scales jointly, and with the Clinical scales separately, to aid interpretive clarity. Results indicated theoretically consistent alignment of the BASC-3 TRS Clinical scales to their specified factors (Externalizing, Internalizing, and School Problems) and an additional factor (Social Disengagement) was identified, suggesting a possible new latent construct for a composite scale score containing the Withdrawal and Atypicality scales. Variance partitioning applied to second-order EFA and model-based validity statistics, however, indicated that the composite scales (Externalizing, Internalizing, School Problems, and Social Disengagement) appear to lack sufficient unique variance for confident clinical interpretation in isolation. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01