The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary pupils. Exploratory factor analysis in Study 1 (N=120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N=274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of .82 and .93. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ, Goodman, 1997) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.