Abstract
The present study assessed the concurrent validity of three methods of measuring classroom and social behavior — teacher ratings, peer roster ratings, and self-ratings — by comparing these measures with observational data. Results indicated that both the peer roster rating and the teacher rating were effective in measuring time-on-task during various classroom activities. Teacher and peer ratings did not correlate well with observed social behavior. Self-ratings correlated only with time-on-task during lectures, but even in this instance the explained variance was minimal. Implications for screening social and behavior problems were discussed.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
