Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats. (March 2017)

• Record Type: Journal Article
• Authors: Miller, Faith G.; Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Schardt, Alyssa A.
• Other Names: Reinke Wendy M. guest-editor.; Herman Keith C. guest-editor.
• Is Part Of: Assessment for effective intervention. Volume 42:Number 2(2017:Mar.)
• Page Start: 119
• Page End: 126
• Publication Date: 2017-03
• Subjects: behavior -- assessment -- direct behavior ratings -- accuracy; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508416658007
• Languages: English
• ISSNs: 1534-5084

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.