Cogswell, Suzanne, Carr, Amanda, Abbott, Nicola and Monks, Claire P. ORCID: https://orcid.org/0000-0003-2638-181X (2020) The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S). Emotional and Behavioural Difficulties, 25 (3-4). pp. 230-243. ISSN 1363-2752 (Print), 1741-2692 (Online) (doi:10.1080/13632752.2020.1816651)

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Abstract

Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N=120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N=274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of .82 and .93 respectively. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ, Goodman, 1997) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.

Item Type:	Article
Uncontrolled Keywords:	low-level classroom disruption scale (LLCD-S), low-level classroom disruption, teacher-report scale, scale validation, primary school
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM) Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Vulnerable Children and Families
Last Modified:	12 Mar 2022 01:38
URI:	http://gala.gre.ac.uk/id/eprint/29461

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