ESBA (Elementary Social Behavior Assessment)
Developer: Pennefather & Smolkowski | Year: 2015.0
Overview
In contrast to other screeners, the ESBA was developed to (a) focus on the social and academic behaviors that classroom teachers prefer their students know; (b) provide a measure for teachers to efficiently screen their students; (c) use positively worded, strength-based items to improve social validity; and (d) pair with a curriculum to teach the teacher-preferred behaviors in classrooms
Key Details
Grade Level
Assessment Type
Domains Assessed
Respondent
Method
Cost
Unknown
Time per Student
5 mins
Items
12.0
Item Format
Rating
Approach
Protective
Populations
Participants included nine teachers in kindergarten, first, and second grades, and their 187 students from a single elementary school in a small city in the Northwest United States. An additional study included 70 teachers (67 female, 3 male) and their students (N = 1,616) in kindergarten through third-grade classrooms in 17 schools across four school districts in California, Oregon, and Washington (Pennefather & Smallkowski, 2015)
Scoring
Overall Scores
Mean score
Subscale Scores
None
Scoring Procedures
Online
Interpretive Information
Skill mastery level
Psychometric Properties
Reliability
Internal consistency (alpha) estimate of 0.95 (Pennefather & Smallkowski, 2015). Significant test–retest reliability was also found, r = .767, t(643) = 30.3, p < .001.
Validity
Student ESBA scores were significantly correlated with the BBRS (r = .77), t(1547) = 46.8, p < .001 and the WMS, r = .84, F(1, 185) = 434.9, p < .001. (Pennefather & Smallkowski, 2015)
References
Primary Citation
Pennefather, J. T., & Smolkowski, K. (2015). Validation of the elementary social behavior assessment: A measure of student prosocial school behaviors. Assessment for Effective Intervention, 40(3), 143–154. https://doi.org/10.1177/1534508414557562