Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats

Wendy M. Reinke; Keith C. Herman; Faith G. Miller; T. Chris Riley-Tillman; Sandra M. Chafouleas; Alyssa A. Schardt

doi:10.1177/1534508416658007

Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats

Wendy M. Reinke, Keith C. Herman, Faith G. Miller, T. Chris Riley-Tillman, Sandra M. Chafouleas, Alyssa A. Schardt

Educational Psychology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The purpose of this study was to investigate the impact of two different Direct Behavior Rating-Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed.

Original language	English (US)
Pages (from-to)	119-126
Number of pages	8
Journal	Assessment for Effective Intervention
Volume	42
Issue number	2
DOIs	https://doi.org/10.1177/1534508416658007
State	Published - Mar 1 2017

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2016.

Keywords

accuracy
assessment
behavior
direct behavior ratings

Access

10.1177/1534508416658007

OpenUrl availability

Full text

Cite this

@article{d90ffc6c093a4448b8e11df85f406de2,

title = "Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats",

abstract = "The purpose of this study was to investigate the impact of two different Direct Behavior Rating-Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed.",

keywords = "accuracy, assessment, behavior, direct behavior ratings",

author = "Reinke, {Wendy M.} and Herman, {Keith C.} and Miller, {Faith G.} and Riley-Tillman, {T. Chris} and Chafouleas, {Sandra M.} and Schardt, {Alyssa A.}",

note = "Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2016.",

year = "2017",

month = mar,

day = "1",

doi = "10.1177/1534508416658007",

language = "English (US)",

volume = "42",

pages = "119--126",

journal = "Assessment for Effective Intervention",

issn = "1534-5084",

publisher = "Council for Exceptional Children, Council for Educational Diagnostic Services",

number = "2",

}

TY - JOUR

T1 - Direct Behavior Rating Instrumentation

T2 - Evaluating the Impact of Scale Formats

AU - Reinke, Wendy M.

AU - Herman, Keith C.

AU - Miller, Faith G.

AU - Riley-Tillman, T. Chris

AU - Chafouleas, Sandra M.

AU - Schardt, Alyssa A.

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2016.

PY - 2017/3/1

Y1 - 2017/3/1

N2 - The purpose of this study was to investigate the impact of two different Direct Behavior Rating-Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed.

AB - The purpose of this study was to investigate the impact of two different Direct Behavior Rating-Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed.

KW - accuracy

KW - assessment

KW - behavior

KW - direct behavior ratings

UR - http://www.scopus.com/inward/record.url?scp=85011797667&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011797667&partnerID=8YFLogxK

U2 - 10.1177/1534508416658007

DO - 10.1177/1534508416658007

M3 - Article

AN - SCOPUS:85011797667

SN - 1534-5084

VL - 42

SP - 119

EP - 126

JO - Assessment for Effective Intervention

JF - Assessment for Effective Intervention

IS - 2

ER -

Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats

Abstract

Bibliographical note

Keywords

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this