Abstract
This study presents evidence on the construct validity of the Shutter-Eyberg Student Behavior Inventory (SESBI), a teacher completed measure of disruptive classroom behavior. The SESBI was completed on 201 kindergarten children with two groups being formed on the basis of this screening. The Disruptive Behavior Group (DBG) had SESBI scores two standard deviations above the mean and the matched (age, gender, classroom) Comparison Group (CG) had scores in the normal range. Seven months later, the children's classroom behavior was observed using Achenbach's Direct Observation Form (DOF). The DBG manifested significantly more disruptive classroom behavior and was off-task more than the CG on the DOF. The SESBI thus seems to provide a stable measure of disruptive behavior even when this dimension is measured with a different method (i.e., direct observation) and source (i.e., observers from outside the classroom) at a later time (seven months later).
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