Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children

Autor/inn/en	Charles McCoy, Dana L.; Raver, C. Cybele; Lowenstein, Amy E.; Tirado-Strayer, Nicole
Titel	Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children
Quelle	In: Early Education and Development, 22 (2011) 6, S.883-906 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.508371
Schlagwörter	Self Control; Validity; Factor Structure; Reliability; Measures (Individuals); Low Income Groups; Minority Group Students; African American Students; Hispanic American Students; Grade 3; Elementary School Students + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Gültigkeit; Faktorenstruktur; Reliabilität; Messdaten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Research Findings: At present, few resources are available to researchers, teachers, and practitioners who wish to quickly and reliably assess children's self-regulation within the classroom context, and particularly within settings serving low-income and ethnic minority children. This paper explores the psychometric properties of a teacher-report composite of 2 clinical measures of self-regulation--the Barratt Impulsiveness Scale (version 11; BIS-11) and the Behavior Rating Inventory of Executive Function (BRIEF)--in a sample of low-income African American and Hispanic children. Results of factor analyses revealed a 2-factor solution for the composite measure formed from the BIS-11 and the BRIEF that corresponded to the latent domains of cognitive and behavioral self-regulation. The composite scale was found to have high internal consistency, reliability, and concurrent validity compared to a previously validated measure of teacher-rated inattention and hyperactivity-impulsivity. In addition, results of multigroup comparisons provide evidence for measurement invariance of the composite measure across race, poverty risk status, and gender. Practice or Policy: The results support the usefulness of a teacher-rated combined version of the BIS-11 and the BRIEF for the assessment of low-income, ethnic minority children's cognitive and behavioral self-regulation. This study also helps to inform the theoretical relationship between the cognitive and behavioral subdomains of child self-regulation. (Contains 2 footnotes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10