This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.

Bryce D. McLeod

Kevin S. Sutherland

Michael D. Broda

Kristen L. Granger

Nicole Hollins

Andy J. Frey

Katrina A. Markowicz

Emma Dear

Journal of Emotional and Behavioral Disorders

Initial Development of the Child Responsiveness Scale for Early Childhood Settings

早期儿童环境儿童反应性量表的初步开发

Category	Quartile
心理学	3
心理学, 特殊教育学	3
心理学, 心理学综合	3
心理学, 心理学教育	4

Initial Development of the Child Responsiveness Scale for Early Childhood Settings

ivySCI AI Smartly Parses PDF, Answers Researchers' Questions, and Helps You Understand Papers in Seconds

Journal Info

Category	Quartile
PSYCHOLOGY, MULTIDISCIPLINARY	2