Validity of teacher ratings in selecting influential aggressive adolescents for a targeted preventive intervention.


Journal Article

This study describes a method for using teacher nominations and ratings to identify socially influential, aggressive middle school students for participation in a targeted violence prevention intervention. The teacher nomination method is compared with peer nominations of aggression and influence to obtain validity evidence. Participants were urban, predominantly African American and Latino sixth-grade students who were involved in a pilot study for a large multi-site violence prevention project. Convergent validity was suggested by the high correlation of teacher ratings of peer influence and peer nominations of social influence. The teacher ratings of influence demonstrated acceptable sensitivity and specificity when predicting peer nominations of influence among the most aggressive children. Results are discussed in terms of the application of teacher nominations and ratings in large trials and full implementation of targeted prevention programs.

Full Text

Duke Authors

Cited Authors

  • Henry, DB; Miller-Johnson, S; Simon, TR; Schoeny, ME; Multi-site Violence Prevention Project,

Published Date

  • March 2006

Published In

Volume / Issue

  • 7 / 1

Start / End Page

  • 31 - 41

PubMed ID

  • 16378226

Pubmed Central ID

  • 16378226

Electronic International Standard Serial Number (EISSN)

  • 1573-6695

International Standard Serial Number (ISSN)

  • 1389-4986

Digital Object Identifier (DOI)

  • 10.1007/s11121-005-0004-3


  • eng