Accuracy in direct behavior rating is minimally impacted by completion latency. Issue 9 (13th July 2017)

• Record Type: Journal Article
• Authors: Dart, Evan H.; Radley, Keith C.; Fischer, Aaron J.; Collins, Tai A.; Terjesen, Mark D.; Wright, Sarah J.; McCargo, Morgan; Hicks, Ashley J.
• Is Part Of: Psychology in the schools. Volume 54:Issue 9(2017)
• Page Start: 1123
• Page End: 1133
• Publication Date: 2017-07-13
• Subjects: behavior assessment -- completion latency -- direct behavior rating; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22047
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F (7, 233) = .959, p = .46, η 2 = .028.