한국판 정서·행동평가시스템(K·BASC-3), 교사보고형 검사-아동용(TRS-C)의 타당화 연구

Abstract

The purpose of this study was to evaluate the validity of the Korean Behavior Assessment System for Children 3rd Edition, Teacher Rating Scales-Child Form (K·BASC-3, TRS-C). The 156-item K·BASC-3, TRS-C was administered to 318 teachers of children. Equating using common item non-equivalent group designs, a general norm was made for a total of 954. The generalized partial credit model based on item response theory analysis was used to conduct internal validity. Additionally, as a measure of external validity, concurrent validity was tested using the Teacher’s Report Form for Ages 6-18 (TRF 6-18). Results from the analysis indicated that items included in clinical subscale provided appropriate information at the ability levels higher than the mean. Also, the results revealed that the most item difficulty and discrimination were appropriate. The items that yielded less than desirable discrimination scores correspond to those measuring symptoms related to the DSM diagnostic categories or protective and risk factors for childhood emotional/behavioral disorders. The anxiety, hyperactivity, and attention problems subscales of the K·BASC-3, TRS-C demonstrated strong concurrent validity statistics with the related subscales of the TRF 6-18. Other relevant findings, practical implications regarding the use of the K·BASC-3, TRS-C, strengths and weaknesses of the current study and suggestions for future research are included in the discussion.