Introduction

This study focuses on Trinidad and Tobago, where the Ministry of Education has undertaken efforts to identify at-risk students through national standardization of the Adjustment Scales for Children and Adolescents (ASCA, McDermott et al., 2005). ASCA provides information on the when, where or with whom for manifestations of classroom behavior problems, identifying the specific circumstances that motivate behavior.

Objectives

The study examined the situational contexts wherein behavior problems emerge across classrooms in Trinidad and Tobago.

Design/Methodology

A nationwide probability sample of elementary school students (N = 900) was partitioned into exploratory (n = 500) and confirmatory (n = 400) factor-analytic subsamples. Raw scores comprised the total number of problem behaviors observed within each of 24 classroom situational contexts. Solution criteria included: (a) simple structure as reflected in maximized hyperplane count (Yates, 1987) and context coverage; (b) at least 4 salient (≥ .40) context loadings per factor; (c) reliable factors (i.e., a ≥.70 and IRT information functions > measurement errors); and (d) theoretical plausibility, parsimony and compatibility with leading research (Fabrigar et al., 1999). IRT scales were calibrated and Bayesian scores used in HLM models to account for variation in measured psychopathology, home adjustment, and academic achievement.

Results

Exploratory and confirmatory analyses revealed three unique and reliable behavioral situational types (problems in Peer, Academic, and Teacher Contexts). Confirmatory analysis indicated acceptable model fit, where Satorra–Bentler χ2 (186) = 402.83, CFI = .939, and RMSEA = .054 (90% CL = .047/.061).

Conclusions

The problems in Peer, Academic, and Teacher Context dimensions were also found in a United States national normative sample (McDermott et al., 2005), indicating that the U.S. and Trinidad share similar patterns of behavior disturbance across circumstances. Information on the specific circumstances that motivate behavior in the islands will be useful for designing effective interventions and support.