Teacher Report of Children's Problem Behavior on The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) in a Norwegian Sample of Preschool and School Children

In the present study, the applicability of The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) was explored within a Norwegian sample of 983 children aged 3-8 years. By using an exploratory factor analysis the same 2-factor solution as the original SESBI-R was supported by Principal Compo...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2012-04, Vol.56 (2), p.139-153
Main Authors: Kirkhaug, Bente, Drugli, May Britt, Mørch, Willy-Tore, Handegård, Bjørn Helge
Format: Article
Language:English
Subjects:
Behavior Disorders
Behavior Problems
Child Care
Children
Factor Analysis
Foreign Countries
Gender Differences
Measures (Individuals)
Norway
Norwegian language
Norwegian sample
Preschool children
Reliability
Scores
Student Behavior
Sutter Eyberg Student Behavior Inventory
Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R)
Teacher Attitudes
teacher report
Teachers
Toddlers
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Summary:In the present study, the applicability of The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) was explored within a Norwegian sample of 983 children aged 3-8 years. By using an exploratory factor analysis the same 2-factor solution as the original SESBI-R was supported by Principal Component Analysis. Good internal consistency (alpha > .96) was found for both the SESBI-R Intensity and Problem scales. Teachers in Norway report relatively low levels of behavior problems among children in day-care units and school-aged boys receive higher Intensity and Problem scores than girls. The results show that the SESBI-R is a reliable assessment tool that can be used in the Norwegian population for efficient screening of behavior of conduct-disordered children.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2011.568672