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Journal of Deaf Studies and Deaf Education Advance Access originally published online on November 17, 2006
The Journal of Deaf Studies and Deaf Education 2007 12(2):158-171; doi:10.1093/deafed/enl028
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Validity and Reliability of the Classroom Participation Questionnaire With Deaf and Hard of Hearing Students in Public Schools

Shirin D. Antia and Darrell L. Sabers

University of Arizona

Michael S. Stinson

Rochester Institute of Technology


  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.

Correspondence should be sent to Shirin D. Antia, Department of Special Education, Rehabilitation and School Psychology, College of Education, University of Arizona, Tucson, AZ 85721 (e-mail: santia{at}u.arizona.edu).

Received January 20, 2006; revised September 11, 2006; accepted October 24, 2006


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