aufesjse Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 1304-7639 2149-8261 Ankara University 10.21565/ozelegitimdergisi.1538042 Special Education and Disability (Other) Özel Eğitim ve Engelli Eğitimi (Diğer) Problem Davranışları Değerlendirme Ölçeğinin Klasik Test Kuramı ve Madde Tepki Kuramı Geçerlik ve Güvenirlik Kanıtları Classical Test Theory and Item Response Theory Validity and Reliability Evidence of Problem Behavior Evaluation Scale https://orcid.org/0000-0003-1020-5846 Dayı Eylem Gazi Eğitim Fakültesi https://orcid.org/0000-0001-5319-0731 Toraman Çetin ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, TIP FAKÜLTESİ https://orcid.org/0000-0002-9135-6429 Güner Nevin ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ https://orcid.org/0000-0003-3330-8303 Doğanay Bilgi Arzu GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ https://orcid.org/0000-0002-0923-3711 Köse Hasan TC MİLLİ EĞİTİM BAKANLIĞI ESKİŞEHİR 12 01 2025 26 4 557 577 08 24 2024 04 09 2025 Copyright © 1991, Ankara University Faculty of Educational Sciences Journal of Special Education 1991 Ankara University Faculty of Educational Sciences Journal of Special Education

Giriş: Eğitim ortamlarında, okul ve sınıf kurallarına uymamakla ilişkili pek çok davranışı kapsayan problem davranışlar, öğrencilerin güvenliğini tehdit eden, öğrenciler arasındaki sosyal etkileşimi olumsuz etkileyen, öğretmeni ve öğrencileri akademik etkinliklerden uzaklaştıran davranışlar olarak tanımlanmaktadır. Eğitim ortamını olumsuz etkileyen problem davranışların belirlenmesi, bu davranışların kontrol edilmesi ve azaltılması açısından önemlidir.Yöntem: Bu araştırmanın amacı, öğretmenlerin gözlemlerine ve algılarına dayalı olarak öğrencilerin problem davranışlarını değerlendirme amacına hizmet edecek Problem Davranışları Değerlendirme Ölçeğinin (PDDÖ) klasik test kuramı ve madde tepki kuramına göre geçerlik ve güvenirlik kanıtlarını incelemektir. Ölçeğin geliştirilmesi sürecinde öncelikle alanyazın taraması yapılarak ölçekte yer alacak maddeler hazırlanmış, ardından uzman görüşlerinden yararlanılarak ölçeğe uygulama öncesi son hali verilmiştir. Ölçeğin geçerlik güvenirlik kanıtlarını incelemek amacıyla yapılan çalışmaya 590 öğretmen katılmıştır. Toplanan veriler üzerinde açıklayıcı faktör analizi, doğrulayıcı faktör analizi ve madde tepki kuramına göre madde karakteristik eğrileri, madde bilgi fonksiyonları, madde ayırt edicilikleri incelenmiştir. Ölçeğin güvenirlik kanıtları ise Cronbach Alpha McDonald’s Omega ve marjinal güvenirlik katsayılarıyla belirlenmiştir.Bulgular: Yapılan analizlerin sonucunda PDDÖ’nün 18 madde ve iki faktörlü geçerli bir ölçek olduğu belirlenmiştir. PDDÖ'nün güvenirliği klasik test kuramına göre Cronbach Alpha ve McDonald's Omega katsayıları, madde tepki kuramına göre ise marjinal güvenirlik katsayısı ile belirlenmiştir. Sonuçlar PDDÖ'nün yüksek güvenirlik düzeyinde olduğunu göstermiştir. Analiz sonucunda birinci faktör 10, ikinci faktör sekiz maddeden oluşmuştur.Tartışma: PDDÖ’nün 18 madde ve iki faktörlü yapısı ile karmaşık olmayan, kolay yanıtlanabilir kullanışlı bir ölçek olduğu söylenebilir. Ölçek, Türkiye’de ilkokullarda öğretmenlerin gözlem ve algılarına dayalı olarak öğrencilerin problem davranışlarının değerlendirilmesi amacıyla kullanılabilecek ve problem davranışlara ilişkin yürütülecek bilimsel çalışmalara destek sağlayabilecektir.

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.

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