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 school 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 respectively. 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) 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.

中文翻译：

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教师报告的低水平课堂干扰量表 (LLD-S) 的开发和验证

低级课堂干扰 (LLD) 的特点是学生在课堂上摇摆、窃窃私语或坐立不安。本文提供了关于教师评级低级课堂干扰量表 (LLD-S) 的制定和验证的初步数据，其中包括两个小学生样本。研究 1 (N=120) 中的探索性因子分析显示一个因子占方差的 61%；研究 2（N=274）中的验证性因素分析支持，其中一个因素占方差的 63%。两项研究报告的 Cronbach α 值分别为 0.82 和 0.93。证据支持 LLCD 是一个单维结构，由八项 LLCD-S 衡量。在 LLCD-S 和优势和困难问卷 (SDQ) 外化行为之间发现弱收敛效度：行为问题和多动症。这一初步证据表明，LLD-S 是一种有效且可靠的衡量低水平课堂干扰的措施。需要进一步研究以测试 LLCD-S 在不同教育、文化水平和作为学生报告的衡量标准的效用。