@article{article_1538042, title={Classical Test Theory and Item Response Theory Validity and Reliability Evidence of Problem Behavior Evaluation Scale}, journal={Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi}, volume={26}, pages={557–577}, year={2025}, DOI={10.21565/ozelegitimdergisi.1538042}, author={Dayı, Eylem and Toraman, Çetin and Güner, Nevin and Doğanay Bilgi, Arzu and Köse, Hasan}, keywords={Problem behavior, scale development, validity and reliability, classical test theory, item response theory, special education}, abstract={Introduction: In educational environments, problem behaviors, including many related to non-cooperation with school and classroom rules, are defined as those that threaten students’ safety, negatively affect their social interaction, and distract teachers and students from academic activities. Identifying problem behaviors that negatively affect the educational environment is important in controlling and reducing these behaviors.
Method: This study aims to examine the validity and reliability of the Problem Behavior Evaluation Scale (PBES) evidence, which will evaluate students’ problem behaviors based on teachers’ observations and perceptions, according to classical test theory and item response theory. We prepared the scale items by conducting a literature review and finalizing them by assessing expert opinions. A total of 590 teachers participated in the study to examine the scale’s reliability and validity. Based on the collected data, we examined exploratory factor analysis, confirmatory factor analysis, item characteristic curves, item information functions, and item discriminations according to item response theory. We determined the scale’s reliability evidence with Cronbach’s Alpha, McDonald’s Omega, and marginal reliability coefficients.
Findings: As a result of the analyses, we determined that the PBES is a valid scale with 18 items and two factors. We determined the reliability of PBES by Cronbach’s Alpha and McDonald’s Omega coefficients according to classical test theory and the marginal reliability coefficient according to item response theory. The results showed that the PBES had a high level of reliability. As a result of the analysis, the first factor consisted of 10 items, and the second factor consisted of eight items.
Discussion: With its 18-item and two-factor structure, the PBES is a proper, simple, easy-to-respond scale. The scale can be used in primary schools in Türkiye to assess students’ problem behaviors based on teachers’ observations and perceptions. It can also provide support for scientific studies on problem behaviors.}, number={4}, publisher={Ankara University}