Validity and reliability of the Classroom Participation Questionnaire with deaf and hard of hearing students in public schools

The Classroom Participation Questionnaire (CPQ) was ad-ministered 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 Un-derstanding 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 pro-vide 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) re-liability 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 meas-ures of teacher-rated academic competence and Stanford achievement scores. The results suggest that both the lon