Volume 41, Issue 4 (2012)
Evaluating School Impairment With Adolescents Using the Classroom Performance Survey
Christine E. Brady, Steven W. Evans, Kristoffer S. Berlin, Nora Bunford, & Lee Kern
Abstract. School impairment is often defined in terms of impairment in academic progress (i.e., poor grades). Poor academic performance can occur for several reasons, including poor homework completion, being off task during class lectures, and inefficient study habits. However, school impairment can include other factors such as a student's inability to interact with teachers and peers and the inability to ask for help when needed. The current study evaluates the Classroom Performance Survey, a measure that includes items pertaining to areas of strengths and weakness for students and specifically designed to assess functioning in secondary schools. Using data from 875 high school students, results from exploratory and confirmatory factor analyses revealed two factors, Academic Competence and Interpersonal Competence. Normative data on the measure for adolescents are presented and implications for practice and intervention development are discussed.
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