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題名：國中小學生社會行為評量系統之發展
書刊名：特殊教育學報
作者：蔡明富 引用關係
作者(外文)：Tsai, Ming-fu
出版日期：2015
卷期：41
頁次：頁83-119
主題關鍵詞：國中小學生；社會行為；教師評量表；家長評量表；學生評量表；Children；Social behavior；Teacher rating scale；Parent rating scale；Self-report scale
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本研究旨在編製一套「國中小學生社會行為評量系統」，以利及早發現國中小學生的情緒行為問題。此評量系統包含教師、家長及學生評量表，三種評量表（各112題）內容均包括兩部分：社會能力量表（46題）及問題行為量表（66題），其中社會能力量表包括自我控制（自主行為、情緒管理）、人際互動（人際關係、溝通表達及合作同理）及學習行為（學習習慣、學習表現）等三向度七個分量表；問題行為量表包括過動反抗（不專注、過動衝動及憤怒反抗）、焦慮憂鬱（焦慮害怕、身心不適及退縮悲觀）及違反規範（內隱違規、混合違規及外顯違規）等三向度九個分量表，作答方式以Likert式五點量表。結果顯示：（1）教師、家長及學生評量表的內部一致性係數良好，間隔四週重測信度的穩定性係數尚可，評量者間一致性則出現低度至中度相關；（2）教師及家長評量表與「行為情緒評量表」、「阿肯巴克實證衡鑑系統」，以及學生評量表與「貝克兒童及青少年量表第二版」的效標關聯效度皆達顯著；（3）教師評量表可以有效區別情緒行為問題個案與一般學生；（4）驗證性因素分析結果顯示教師、家長及學生評量表均與原先建構相符。最後，以國中小教師934人、家長1,841及學生1,095人分別建立全國常模。
The purpose of this study was conducted to develop a social behavior assessment system for children (SBASC) suitable for children. The SBASC comprised 3 scales: the teacher rating scale (TRS), parent rating scale (PRS), and self-report scale (SRS). TRS, PRS, and SRS all included 112 items in two scales: Social Competence Scale and Problem Behavior Scale. The Social Competence Scale consisted of 46 items divided into 7 subscales for measuring 3 theoretical dimensions: self-control, interpersonal interaction, and academic behavior. The Problem Behavior Scale consisted of 66 items divided into 9 subscales for measuring three theoretical dimensions: hyperactivity/oppositional, anxiety/depression, and conduct problem. The study yielded the following results: (a) TRS, PRS, and SRS all have high internal consistency reliability and 4-week-interval re-test reliability; Besides, the inter- rater reliability between teacherts, parents and students were lower to moderate; (b) content validity was established by consulting experts and exploring document; (c) the concurrent validity of the TRS and PRS was satisfactory in two criterion-referenced tests (the behavioral and emotional rating scale and the Achenbach system of empirically based assessment). and the SRS to the Beck youth inventories was found considerably satisfactory; (d) TRS and PRS were found considerably satisfactory in discriminating emotional and behavioral problem children from normal ones; (e) confirmatory factor analysis were found considerably satisfactory in TRS, PRS, and SRS. Finally, the percentile rank and t-score norms were developed for 934 subjects in TRS, 1,841 subjects in PRS and 1,095 subjects in SRS.
期刊論文
1.Kerr, D. C. R.、Lunkenheimer, E. S.、Olson, S. L.(2007)。Assessment of child problem behaviors by multiple informants: a longitudinal study from preschool to school entry。Journal of Child Psychology and Psychiatry，48(10)，967-975。  new window
2.蔡明富、吳裕益、莊涵皓(20140700)。「學前兒童社會行為評量系統」編製之研究。特殊教育研究學刊，39(2)，1-31。new window  延伸查詢new window
3.Cullinan, D.、Sabornie, E. J.(2004)。Characteristics of emotional disturbance in middle and high school students。Journal of Emotional and Behavioral Disorders，12，157-167。  new window
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5.Erford, B. T.、Short, S.、Freeman, A.(2012)。The screening test for emotional problem-self-report (STEP-S): Studies of reliability and validity。Assessment for Effective Intervention，37(4)，251-256。  new window
6.Junttila, N.、Voeten, M.、Kaukiainen, A.、Vauras, M.(2006)。Multisource assessment of children's social competence。Educational and Psychological Measurement，66，874-895。  new window
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8.Nelson, N. J.、Babyak, A.、Gonzalez, J.、Benner, G. J.(2003)。An investigation of the types of problem behaviors exhibited by K-12 students with emotional or behavioral disorders in public school settings。Behavioral Disorders，28，348-359。  new window
9.De Los Reyes, A.、Kazdin, A. E.(2005)。Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study。Psychological Bulletin，131(4)，483-509。  new window
10.Salbach-Andrae, H.、Lenz, K.、Lehmkuhl, U.(2009)。Patterns of agreement among parent, teacher and youth ratings in a referred sample。European Psychiatry，24(5)，345-351。  new window
11.Sointu, E. T.、Savolainen, H.、Lappalainen, K.、Epstein, M. H.(2012)。Parent, teacher and student cross informant agreement of behavioral and emotional strengths: Students with and without special education support。Journal of Child and Family Studies，21，682-690。  new window
12.Caldarella, P.、Merrell, K. W.(1997)。Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors。School Psychology Review，26(2)，264-278。  new window
13.Gresham, F. M.、Sugai, G.、Horner, R. H.(2001)。Interpreting outcomes of social skills training for students with high-incidence disabilities。Exceptional Children，67，331-344。  new window
14.Rydell, A. M.、Hagekull, B.、Bohlin, G.(1997)。Measurement of two social competence aspects in middle childhood。Developmental Psychology，33(5)，824-833。  new window
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16.Berg-Nielsen, T. S.、Vika, A.、Dahl, A. A.(2003)。When adolescents disagree with their mothers CBCL-YSR discrepancies related to maternal depression and adolescent self-esteem。Child: Care, Health and Development，29(3)，207-213。  new window
17.游錦雲、李思賢、李蘭、陳玉佩(20090900)。兒童內化行為問題測量工具的建立及其信效度研究。測驗學刊，56(3)，295-319。new window  延伸查詢new window
18.蔡明富(20141200)。高中職學生社會能力量表之編製與有效化。教育實踐與研究，27(2)，99-132。new window  延伸查詢new window
19.蔡明富(20141200)。高中職學生社會行為評量系統之問題行為量表編製研究。高雄師大學報. 教育與社會科學類，37，1-26。new window  延伸查詢new window
20.Algozzine, B.、Wang, C.、Violette, A. S.(2011)。Reexamining the relationship between academic achievement and social behavior。Journal of Positive Behavior Interventions，13，3-16。  new window
21.Elliott, S. N.、Busse, R. T.、Gresham, F. M.(1993)。Behavior rating scale: Issues of use and development。School Psychology Review，22，313-321。  new window
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26.Stanger, C.、Lewis, M.(1993)。Agreement among parents, teachers, and children on internalizing and externalizing behavior problems。Journal of Clinical Psychology，22(1)，107-115。  new window
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37.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
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學位論文
1.楊浩然(1997)。台北市國中生偏差行為常模流行病學資料及測量工具適用性之探討(碩士論文)。國立台灣大學，台北市。  延伸查詢new window
圖書
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其他
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圖書論文
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