Special Education ETDs

Publication Date

9-27-1976

Abstract

The purpose of this investigation was to test the predictive valid­ity of the Classroom Behavior Assessment Scale (CBAS). The CBAS, a be­havioral checklist, was designed to be used as a screening device for the detection of possible emotional/behavioral disorders in young chil­dren. The investigation was conducted using both mean and median CBAS scores of children who were recommended by the Educational Appraisal and Review committee of Albuquerque Public Schools for Special Education programs, and those who were not recommended for Special Education programs by that same committee. The hypotheses for this investigation were stated in the null form. Hypothesis 1. There will be no significant relationship between the mean scores of the CBAS of those children who were placed in Special Education programs and those children who were not placed in Special Education programs. Hypothesis 2. There will be no significant differences in the medians of the ranked CBAS scores of those children placed in Special Education programs and those children not placed in Special Education programs. Forty-three children from the Albuquerque Public Schools were screened using the CBAS. The CBAS forms were distributed to schools in the North Area by the Special Education coordinator of that area. The forms were made available to regular classroom teachers. The teachers used these forms to screen children who appeared to have emo­tional/behavioral disorders. Each child was assigned a code number. The forms were completed during March, April, and May, 1976. They were returned to the Special Education Coordinator in charge of collecting data for this investiga­tion. The CBAS forms were collected from the North Area Special Educa­tion office and scored by the investigator. Comparisons were made on the CBAS scores using two groups of chil­dren, those recommended for Special Education programs and those not recommended for Special Education programs. A point biserial correla­tion was used to investigate hypothesis one. Comparisons were made be­ tween the mean CBAS scores of those children who were placed in Special Education programs and those children who were not placed in Special Edu­cation programs. The Mann-Whitney U Test was used to determine whether the medians of the ranked CBAS scores of the two groups of children were different. The results of the point biserial correlation and the Mann-Whitney U Test permitted rejection of both hypothesis one and hypothesis two. Chil­dren who obtained higher scores on the CBAS were recommended for Special Education programs. Children who were recommended for Special Education placements had higher median scores. The evidence presented in this investigation significantly and consistently supported the predictive validity of the CBAS. The CBAS was shown to be an effective screening device when used for the detec­tion of possible emotional/behavioral disorders in young children.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Richard L. McDowell

Second Committee Member

Gary Adamson

Third Committee Member

Eloy Gonzales

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