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Abstract
In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155 kindergarten- through third-grade students. Interobserver agreement was high across categories and criterion-related validity was supported by correlations between the COEDD categories and teacher ratings of student behavior on well-established teacher rating scales. Together these findings support continued study of the COEDD as a tool for quantifying student classroom behavior.
Impact Statement
This paper addresses the dearth of psychometrically sound behavioral observational methods in school settings. In this study, preliminary psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets that are critical to student success, were assessed. Results explore the validity and reliability of the instrument, as well as its capacity to capture meaningful, usable data for school-based assessment of children.
ASSOCIATE EDITOR:
DISCLOSURE
The authors have no conflicts of interest to report.
Additional information
Notes on contributors
Emily Hill
Emily Hill, MS, is a Doctoral Student at Northeastern University. Her research focuses on developing and evaluating feasible behavioral assessment and intervention systems for use within school settings.
Robert J. Volpe
Robert J. Volpe, PhD, is Professor and Chair of the Department of Applied Psychology at Northeastern University and Co-director of the Center for Research in School-Based Prevention. His research focuses on behavioral assessment in school-based problem-solving models and evaluating classroom interventions for students with behavior problems.
Amy M. Briesch
Amy M. Briesch, PhD, is Associate Professor in the Department of Applied Psychology at Northeastern University and Co-director of the Center for Research in School-Based Prevention. Her research interests include the role of student involvement in intervention design and implementation, as well as the development of feasible and psychometrically sound measures for the assessment of student behavior in multitiered systems of support.