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

Research output: Contribution to journalArticlepeer-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 languageEnglish (US)
Pages (from-to)119-126
Number of pages8
JournalAssessment for Effective Intervention
Volume42
Issue number2
DOIs
StatePublished - Mar 1 2017

Keywords

  • accuracy
  • assessment
  • behavior
  • direct behavior ratings

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