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Topics in Early Childhood Special Education
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Factor Structure, Internal Consistency, and Interrater Reliability of the Early Childhood Behavior Problem Screening Scale

Ron Nelson

University of Nebraska-Lincoln, rnelson8{at}unl.edu

Michael Epstein

University of Nebraska-Lincoln

Annette Griffith

University of Nebraska-Lincoln

John Hopper

University of Nebraska-Lincoln

The current study examined the initial psychometrics of the Early Childhood Behavior Problem Screening Scale (ECBPSS; Epstein & Nelson, 2006), namely the factor structure and associated internal consistency of factor items of parent and teacher versions as well as interrater reliability. Data came from samples of preschool- and kindergarten-age children from 2 medium-size cities in the U.S. midwest. Separate analyses of the parent and teacher data revealed internalizing and externalizing factors, with Cronbach's alphas ranging from .83 to .95. Parent and teacher interrater reliability coefficients ranged from .32 to .37. Overall, the results suggest that the 12-item ECBPSS Parent and Teacher forms may be useful for screening young children who may be at risk for emotional and behavioral disorders.

Topics in Early Childhood Special Education, Vol. 27, No. 3, 148-154 (2007)
DOI: 10.1177/02711214070270030501
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Home page
 Journal of Early InterventionHome page
A. K. Griffith, J. R. Nelson, M. H. Epstein, and B. Pederson
Convergent Validity of the Early Childhood Behavior Problem Screening Scale
Journal of Early Intervention, September 1, 2008; 30(4): 282 - 294.
[Abstract] [PDF]