國中小學生社會行為評量系統之發展

The Development of Social Behavior Assessment System for Children

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.