Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children

Dana L Charles McCoy, C. Cybele Raver, Amy E. Lowenstein, Nicole Tirado-Strayer

Research output: Contribution to journalArticle

Abstract

Research Findings: At present, few resources are available to researchers, teachers, and practitioners who wish to quickly and reliably assess children's self-regulation within the classroom context, and particularly within settings serving low-income and ethnic minority children. This paper explores the psychometric properties of a teacher-report composite of 2 clinical measures of self-regulation-the Barratt Impulsiveness Scale (version 11; BIS-11) and the Behavior Rating Inventory of Executive Function (BRIEF)-in a sample of low-income African American and Hispanic children. Results of factor analyses revealed a 2-factor solution for the composite measure formed from the BIS-11 and the BRIEF that corresponded to the latent domains of cognitive and behavioral self-regulation. The composite scale was found to have high internal consistency, reliability, and concurrent validity compared to a previously validated measure of teacher-rated inattention and hyperactivity-impulsivity. In addition, results of multigroup comparisons provide evidence for measurement invariance of the composite measure across race, poverty risk status, and gender. Practice or Policy: The results support the usefulness of a teacher-rated combined version of the BIS-11 and the BRIEF for the assessment of low-income, ethnic minority children's cognitive and behavioral self-regulation. This study also helps to inform the theoretical relationship between the cognitive and behavioral subdomains of child self-regulation.

Original languageEnglish (US)
Pages (from-to)883-906
Number of pages24
JournalEarly Education and Development
Volume22
Issue number6
DOIs
StatePublished - Nov 2011

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Executive Function
self-regulation
national minority
low income
rating
Equipment and Supplies
classroom
school
teacher
Impulsive Behavior
Poverty
Hispanic Americans
Psychometrics
Reproducibility of Results
African Americans
psychometrics
Statistical Factor Analysis
Research Personnel
Self-Control
poverty

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Assessing Self-Regulation in the Classroom : Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children. / McCoy, Dana L Charles; Raver, C. Cybele; Lowenstein, Amy E.; Tirado-Strayer, Nicole.

In: Early Education and Development, Vol. 22, No. 6, 11.2011, p. 883-906.

Research output: Contribution to journalArticle

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