This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.

中文翻译：

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早期儿童反应量表的初步开发


本文提供了儿童反应量表 (CRS) 分数的初始心理测量数据，这是一种观察性测量方法，用于评估儿童对教师旨在促进社交情感能力的实践的反应程度。在研究 1 中，两名编码员独立对幼儿教室中 54 名教师和 91 名有情绪和行为障碍风险的儿童进行了 633 次现场观察。 CRS 项目评分的评估者间信度 ICC(2,2) 平均为 0.67（SD = 0.06；范围为 0.55 至 0.72）。 CRS 量表分数显示了对教师、儿童和编码员之间差异的敏感性。在研究 2 中，两名编码员对幼儿教室中 52 名教师和 52 名儿童的 634 项记录观察进行了独立评分。项目评分的评分者间信度 ICC(2,2) 平均为 0.62（SD = 0.08；范围为 0.53 至 0.74）。对单独样本进行的探索性因素分析和验证性因素分析表明，这些项目最好表示为两个相关因素，一个用于积极项目，一个用于消极项目。分析为 CRS 量表评分的有效性提供了初步证据。讨论了未来的研究方向，即使用 CRS 来评估儿童反应能力在促进儿童早期课堂成绩方面的作用。