Generalizability and dependability of a multi-item direct behavior rating scale in a kindergarten classroom
Journal of Applied School Psychology
Accurate and rapid identification of students displaying behavioral problems requires instrumentation that is user friendly and reliable. The purpose of the study was to evaluate a multi-item direct behavior rating scale called the Direct Behavior Rating-Multiple Item Scale (DBR–MIS) for disruptive behavior to determine the number of administrations necessary to achieve a dependable result. In addition, a study was conducted to determine to what degree the DBR-MIS correlated with a brief rating scale of attention deficit hyperactivity disorder behaviors. Participants were Kindergarten students (n = 18) who were observed and rated over nine 5-min observation periods by 2 raters with minimal training. Results indicated that the DBR-MIS provided reliable estimates of disruptive behavior by the seventh or eighth rating occasion. Correlations between the DBR-MIS and the attention deficit hyperactivity disorder rating scale were weak to moderate. Overall, the DBR-MIS for disruptive behavior efficiently achieved dependable results when screening groups of Kindergarten students in a public school setting.
Wickerd, G. & Hulac, D. (2017). Generalizability and dependability of a multi-item direct behavior rating scale in a kindergarten classroom. Journal of Applied School Psychology, 33(2), 109-123. doi /10.1080/15377903.2016.1264530