Validating an Individualized Child Observational Measure in Low-Income Kindergarten Classrooms

• In Event: Classroom Observation: Instruments, Application, and Findings

Abstract

This study extends psychometric work to establish validity on the Individualized Child Assessment Scoring System (inCLASS) in a low-income sample of kindergarten-age children (N = 117; mean age = 5.5 years). The inCLASS measures children’s observed interactions in four domains: interactions with peers, interactions with teachers, interactions with tasks, and negative engagement. Child-level composite scores showed meaningful variability across the four inCLASS domains. inCLASS domain scores also aligned with children’s performance on direct measures of EF and theory of mind and with teacher-reports of classroom behaviors. Finally, the largest portion of inCLASS score variance existed within children, rather than between children or across classrooms. Implications for observing children’s classroom behaviors and interactions in high-poverty educational contexts are discussed.

Authors

• Helyn Kim, University of Virginia

• Claire E Cameron, University at Buffalo - SUNY

• Cara Adams

• Hall West