Validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools

Shirin D. Antia, Darrell L. Sabers, Michael S. Stinson

Research output: Contribution to journalArticle

38 Scopus citations

Abstract

The Classroom Participation Questionnaire (CPQ) was administered to 136 deaf or hard of hearing (D/HH) students attending general education classrooms in Grades 4 - 10. The CPQ is a student-rated measure that yields scores for Understanding Teachers, Understanding Students, Positive Affect, and Negative Affect. Validity and reliability of a long (28-item) and a short (16-item) form are reported. We provide evidence of (a) internal structure validity through an examination of the relationships between the subscales and an analysis of interitem reliability within each scale, (b) reliability over time by examining the scores of students over a 3-year period, and (c) external structure validity through an examination of the relationships of the CPQ with measures of teacher-rated academic competence and Stanford achievement scores. The results suggest that both the long and short form of the CPQ can be used to assess participation of D/HH students in general education classrooms.

Original languageEnglish (US)
Pages (from-to)158-171
Number of pages14
JournalJournal of deaf studies and deaf education
Volume12
Issue number2
DOIs
StatePublished - Mar 1 2007

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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