The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

ABSTRACT

Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N= 274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of.82 and.93 respectively. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.

KEYWORDS:

• Low-level classroom disruption scale (LLCD-S)
• low-level classroom disruption
• teacher-report scale
• scale validation
• primary school

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Suzanne Cogswell

Suzanne Cogswell is a research associate in Psychology at The University of Kent, UK.  Her main area of research focuses on the influences of low-level disruptions in the classroom. She is particularly interested in gender based self-perception of behaviour.

Amanda Carr

Amanda Carr is a Principal Lecturer in Psychology at Canterbury Christ Church University, UK.  She has research interests in children's use of, and relationship to novel technology, and it's role in social and cognitive development.

Nicola Abbott

Nicola Abbott is a lecturer in Social Psychology at UCL Institute of Education, UK. Her main area of research focuses on when, and how, peer bystanders can reduce bullying in schools. She is particularly interested in bias-based bullying.

Claire P. Monks

Claire P. Monks is a Professor of Developmental Psychology at The University of Greenwich, UK. Claire is also the head of the Centre for Vulnerable Children in the Institute of Lifecourse Development. Her research focuses on child behaviour, in particular the development of aggressive behaviour.