The unidimensionality and reliability of the Preschool and Kindergarten Behavior Scales (PKBS) for assessing child behavior with at-risk children was examined using a sample of 1,679 2- to 6-year-old children from nine Starting Early Starting Smart study sites. The unidimensionality of the eight PKBS scales was assessed using confirmatory factor analysis for the full sample, and the comparability (invariance) of the scales was examined across gender and Black and White racial groups. The results supported the unidimensionality of six of the eight scales using the full sample. The unidimensionality of the scales varied across gender and racial subgroups. Four of the eight PKBS scales were shown to be comparable across gender subgroups, and three of the eight scales were shown to be comparable across racial subgroups. The reliability of measurements derived from the PKBS was sufficient for using the PKBS as a measure of group performance for young at-risk children.
Get full access to this article
View all access options for this article.
References
1.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
2.
Bentler, P. M. (1995). EQS for Windows user's guide. Encino, CA: Multivariate Software.
3.
Bentler, P. M., & Mooijaart, A. (1989). Choice of structural model via parsimony: A rationale based on precision. Psychological Bulletin, 106, 315-317.
4.
Bracken, B. A., Keith, L. K., & Walker, K. C. (1998). Assessment of preschool behavior and social-emotional functioning: A review of thirteen third-party instruments. Journal of Psychoeducational Assessment, 16, 153-169.
5.
Byrne, B. (2001). Structural Equation Modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1, 55-86.
6.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98-104.
7.
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart and Winston.
8.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of a test. Psychometrika, 16, 297-334.
9.
Cunningham, W. R. (1991). Issues in factorial invariance. In L. M. Collins & J. L. Horn (Eds.), Best methods for the analysis of change (pp. 106-114). Washington, DC: American Psychological Association.
10.
Dawis, R. V. (1987). Scale construction. Journal of Counseling Psychology, 34, 481-489.
11.
Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25, 196-192.
12.
Green, S. B., & Hershberger, S. L. (2000). Correlated errors in true score models and their effect on coefficient alpha. Structural Equation Modeling7, 251-270.
13.
Gorsuch, R. L. (1983). Factor analysis. Hillsdale, NJ: Erlbaum.
14.
Hetzel, R. D. (1993, November). It is incorrect to say “The test is reliable": Exploring issues of reliability in educational and psychological research. Paper presented at the annual meeting of the Mid-South Educational Research Association, New Orleans, LA.
15.
Hogan, T. P., Benjamin, A., & Brezinski, K. L. (2002). Reliability methods: A note on the frequency of use of various types. In B. Thompson (Ed.), Score reliability (pp. 59-68). Thousand Oaks, CA: Sage.
16.
Horn, J. L. (1991). Discussion of issues in factorial invariance. In L. M. Collins & J. L. Horn (Eds.), Best methods for the analysis of change (pp. 114-125). Washington, DC: American Psychological Association.
17.
Horn, J. L., & McArdle, J. J. (1992). A practical and theoretical guide to measurement invariance in aging research. Experimental Aging Research, 18, 117-144.
18.
Hoyle R. H., & Panter, A. T. (1995). Writing about structural equation models. In R. H. Hoyle (Eds.), Structural equation modeling: Concepts, issues and applications (pp. 158-176). Thousand Oaks, CA: Sage.
19.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
20.
Hughes, D., Seidman, E., & Williams, N. (1993). Cultural phenomena and the research enterprise: Toward a culturally anchored methodology. American Journal of community Psychology, 21, 687-703.
21.
Jentzsch, C. E., & Merrell, K. W. (1996). An investigation of the construct validity of the Preschool and Kindergarten Behavior Scales. Diagnostique, 21(2), 1-15.
22.
Joreskog, K. G., & Sorbom, D. (1981). LISREL V: Analysis of linear structural relationships by the method of maximum likelihood. Chicago: National Educational Resources.
23.
Joreskog, K. G., & Sorbom, D. (1996a). LISREL 8: User's reference guide. Mooresville, IN: Scientific Software.
24.
Joreskog, K. G., & Sorbom, D. (1996b). PRELIS 2: User's reference guide. Mooresville, IN: Scientific Software.
25.
Lord, F. M., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading, MA: Addison-Wesley.
26.
MacPhee, D. (1998). Preschool and Kindergarten Behavior Scales. In J. C. Impara & B. S. Plake (Eds.), The thirteenth mental measurements yearbook. Lincoln, NE: University of Nebraska Press.
27.
Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First and higher order factor models and their invariance across groups. Psychological Bulletin, 97, 562-582.
28.
Merrell, K. W. (1994). Preschool and Kindergarten Behavior Scales. Austin, TX: PRO-ED.
29.
Merrell, K. W. (1995a). An investigation of the relationship between social skills and internalizing problems in early childhood: Construct validity of the Preschool and Kindergarten Behavior Scales. Journal of Psychoeducational Assessment, 13, 230-240.
30.
Merrell, K. W. (1995b). Relationships among early childhood behavior rating scales: Convergent and discriminant construct validity of the Preschool and Kindergarten Behavior Scales. Early Education and Development, 15, 253-264.
31.
Merrell, K. W. (1996). Sociol-emotional assessment in early childhood: The Preschool and Kindergarten Behavior Scales. Journal of Early Intervention, 20(2), 132-145.
32.
Muthen, B. B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171-189.
33.
Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21, 173-184.
34.
Raykov, T. (2001a). Bias of Cronbach's coefficient alpha for fixed congeneric measure with correlated errors. Applied Psychological Measurement, 25, 69-76.
35.
Raykov, T. (2001b). Estimation of congeneric scale reliability using covariance structure models with nonlinear constraints. British Journal of Mathematical and Statistical Psychology, 54(2), 315-323.
36.
Riccio, C. (1995). Review of the Preschool and Kindergarten Behavior Scales. Journal of Psychoeducational Assessment, 13, 194-196.
37.
Rowley, G. L. (1976). The reliability of observational measures. American Educational Research Journal, 13, 51-59.
38.
Salvia, J., & Ysseldyke, J. E. (1995). Assessment (6th ed.). Boston: Houghton Mifflin.
39.
Sax, G. (1980). Principles of educational and psychological measurement and evaluation (2nd ed.). Belmont, CA: Wadsworth.
40.
Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173-180.
41.
Traub, R. E. (1994). Reliability for the social sciences: Theory and applications. Thousand Oaks, CA: Sage.
42.
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56-75). Thousand Oaks, CA: Sage.
43.
Zimmerman, D. W., Zumbo, B. D., & Lalonde, C. (1993). Coefficient alpha as an estimate of test reliability under violation of two assumptions. Educational and Psychological Measurement, 53, 33-49.
