Generalizability of scaling gradients on direct behavior ratings

Educational and Psychological Measurement

Volumn 69, Issue 1, 2009, Pages 157-173

  Chafouleas, Sandra M ^a   Christ, Theodore J ^b   Riley Tillman, T Chris ^c  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

^c EAST CAROLINA UNIVERSITY   (United States)

Author keywords

Dependability; Direct Behavior Rating; Generalizability; Rating scale; Scale gradients

Indexed keywords

EID: 58849084213     PISSN: 00131644     EISSN: 15523888     Source Type: Journal    
DOI: 10.1177/0013164408322005     Document Type: Article

References (37)

1. Bendig, A.W. (1953). The reliability of self-ratings as a function of the amount of verbal anchoring and the number of categories on the scale. The Journal of Applied Psychology, 37, 38-41.
2. Bendig, A.W. (1954). Reliability of short rating scales and the heterogeneity of the rated stimuli. Journal of Applied Psychology, 52, 254-262.
3. Chafouleas, S.M., Christ, T., Riley-Tillman, T.C., Briesch, A.M., & Chanese, J. (2007). Generalizability and dependability of Direct Behavior Ratings to measure social behavior of preschoolers. School Psychology Review, 36, 63-79 :
4. Chafouleas, S.M., Riley-Tillman, T.C., & McDougal, J.L. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169.
5. Chafouleas, S.M., Riley-Tillman, T.C., & Sassu, K.A. (2006). Acceptability and reported use of daily behavior report cards among teachers. Journal of Positive Behavior Interventions, 8, 174-182.
6. Chafouleas, S.M., Riley-Tillman, T.C., & Sugai, G. (2007). School-Based Behavior Assessment: Informing instruction and intervention. New York: Guilford.
7. Champney, H., & Marshall, H. (1939). Optimal refinement of the rating scale. Journal of Applied Psychology, 23, 323-331.
8. Christ, T.J., Chafouleas, S.M., & Riley-Tillman, T.C. (2008). Direct Behavior Ratings (DBR): How many points on a scale do we need? Manuscript submitted for publication.
9. Christ, T.J., Riley-Tillman, T.C., Chafouleas, S.M., & Boice, C.H. (2008). Generalizability and dependability of Direct Behavior Rating Scales (DBRS) across raters and observations. Manuscript submitted for publication.
10. Chang, L. (1997). Dependability of anchoring labels of Likert-type scales. Educational and Psychological Measurement, 57, 800-807.
11. Cicchetti, D.V., Showalter, D., & Tyrer, P.J. (1985). Scale categories on levels of interrater reliability: A Monte Carlo investigation. Applied Psychological Measurement, 9, 31-36.
12. Cox, E.P., III. (1980). The optimal number of response alternatives for a scale: A review. Journal of Marketing Research, 17, 407-422.
13. Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The Behavior Education Program. New York: Guilford.
14. Finn, R.H. (1972). Effects of some variations in rating scale characteristics on the means and reliabilities of ratings. Educational and Psychological Measurement, 8, 49-57.
15. Garner, W.R. (1960). Rating scales, discriminability, and information transmission. The Psychological Review, 67, 343-352.
16. Givon, M.M., & Shapira, Z. (1984). Response to rating scales: A theoretical model and its application to the number of categories problem. Journal of Marketing Research, 21, 410-419.
17. Green, P.E., & Rao, V.R. (1970). Rating scales and information recovery-how many scales and response categories to use ? Journal of Marketing, 34, 33-39.
18. Jacoby, J., & Matell, M.S. (1971). Three point Likert scales are good enough. Journal of Marketing Research, 8, 495-500.
19. Jenkins, G.D., Jr., & Taber, T.D. (1977). A Monte Carlo study of factors affecting three indices of composite scale reliability. Journal of Applied Psychology, 62, 392-398.
20. Kelley, M.L. (1990). School-home notes: Promoting children's classroom success. New York: Guilford.
21. Komorita, S.S. (1963). Attitude content, intensity, and the neutral point on a Likert scale. The Journal of Social Psychology, 61, 327-334.
22. Lane, K.L., O'shaughnessy, T.E., Lambros, K.M., Gresham, F.M., & Beebe-Frankenberger, M.E. (2002). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional & Behavioral Disorders, 9 (4). 219-231.
23. Lissitz, R.W., & Green, S.B. (1974). Effects of the number of scale points on reliability: A Monte Carlo approach. Journal of Applied Psychology, 60, 10-13.
24. Matell, M.S., & Jacoby, J. (1972). Is there an optimal number of alternatives for Likert-scale items? Effects of testing time and scale properties. Journal of Applied Psychology, 56, 506-509.
25. McKelvie, S.J. (1978). Graphic rating scales-How many categories ? British Journal of Psychology, 69, 185-202.
26. Myford, C.M. (2002). Investigating design features of descriptive graphic rating scales. Applied Measurement in Education, 15, 187-215.
27. Nelson, J.R., Benner, G.J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research and Practice, 18, 255-267.
28. Pelham, W.E. (1993). Pharmacotherapy for children with attention deficit hyperactivity disorder. School Psychology Review, 22, 199-227.
29. Preston, C.C., & Colman, A.M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104, 1-15.
30. Ramsey, J.O. (1973). The effect of number of categories in rating scales on precision of estimation of scale values. Psychometrika, 38, 513-532.
31. Riley-Tillman, T.C., Chafouleas, S.M., & Briesch, A.M. (2007). A school practitioner's guide to using daily behavior report cards to monitor interventions: Psychology in the Schools, 44, 77-89.
32. Shapiro, E.S., & Cole, C.L. (1994). Behavior change in the classroom: Self-management interventions. New York: Guilford.
33. Steege, M.W., Davin, T., & Hathaway, M. (2001). Reliability and accuracy of a performance-based behavioral recording procedure. School Psychology Review, 30, 252-261.
34. Symonds, P.M. (1924). On the loss of reliability in ratings due to coarseness of the scale. Journal of Experimental Psychology, 7, 456-461.
35. Tang, R., Shaw, W.M., Jr., & Vevea, J.L. (1999). Towards the identification of the optimal number of relevance categories. Journal of the American Society for Information Science, 50, 254-264.
36. Tapp, J. (2004). MOOSES (Multi-Option Observation System for Experimental Studies). Retrieved June 24, 2008, from http://kc.vanderbilt.edu/mooses/mooses. html
37. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.