Maximizing measurement efficiency of behavior rating scales using Item Response Theory: An example with the Social Skills Improvement System — Teacher Rating Scale

2016 ◽  
Vol 55 ◽  
pp. 57-69 ◽  
Author(s):  
Christopher J. Anthony ◽  
James C. DiPerna ◽  
Pui-Wa Lei
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Behavior Rating ◽  
Behavior Rating Scales ◽  
Teacher Rating Scale ◽  
The Social ◽  
Measurement Efficiency

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

scholarly journals Item Response Theory Analyses of Barkley’s Adult Attention-Deficit/Hyperactivity Disorder Rating Scales

2020 ◽  
Vol 35 (7) ◽  
pp. 1094-1108
Author(s):  
Morgan E Nitta ◽  
Brooke E Magnus ◽  
Paul S Marshall ◽  
James B Hoelzle
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Adult Adhd ◽  
Rating Scales ◽  
Rating Scale ◽  
Self Report ◽  
Clinical Population ◽  
Response Theory ◽  
Item Level ◽  
Latent Traits

Abstract There are many challenges associated with assessment and diagnosis of ADHD in adulthood. Utilizing the graded response model (GRM) from item response theory (IRT), a comprehensive item-level analysis of adult ADHD rating scales in a clinical population was conducted with Barkley's Adult ADHD Rating Scale-IV, Self-Report of Current Symptoms (CSS), a self-report diagnostic checklist and a similar self-report measure quantifying retrospective report of childhood symptoms, Barkley's Adult ADHD Rating Scale-IV, Self-Report of Childhood Symptoms (BAARS-C). Differences in item functioning were also considered after identifying and excluding individuals with suspect effort. Items associated with symptoms of inattention (IA) and hyperactivity/impulsivity (H/I) are endorsed differently across the lifespan, and these data suggest that they vary in their relationship to the theoretical constructs of IA and H/I. Screening for sufficient effort did not meaningfully change item level functioning. The application IRT to direct item-to-symptom measures allows for a unique psychometric assessment of how the current DSM-5 symptoms represent latent traits of IA and H/I. Meeting a symptom threshold of five or more symptoms may be misleading. Closer attention given to specific symptoms in the context of the clinical interview and reported difficulties across domains may lead to more informed diagnosis.

Analysis of the Conners' Teacher Rating Scale-28 (CTRS-28)

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Bradley T. Erford
Keyword(s):  
Factor Structure ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Principle Components Analysis ◽  
Teacher Rating Scale ◽  
Similar Rating ◽  
Conners Teacher Rating Scale

One hundred and nineteen teachers of 540 normal boys and girls, ages 5 to 10, were administered the Conners' Teacher Rating Scale-28 (CTRS-28). Their responses were analyzed to assess the instrument's internal consistency and its construct and criterion-related validity. Principle components analysis revealed a four-factor structure underlying the scale, rather than the three-factor structure originally reported. Internal consistency of the factors ranged from .79 to .95. Convergent validity with similar rating scales was primarily excellent. Norms for newly derived factors and critical analysis of the usefulness of the CTRS-28 were explored.

Stability and Predictive Validity of the Teacher Rating Scale

1985 ◽  
Vol 57 (2) ◽  
pp. 543-546
Author(s):  
Stephen Powers ◽  
Jesus V. De La Garza ◽  
Marcello Medina
Keyword(s):  
Predictive Validity ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Achievement Test ◽  
School Students ◽  
Public School Students ◽  
Teacher Rating Scale ◽  
One Year ◽  
The Stability

The stability and predictive validities of the Teacher Rating Scale were examined by computing correlations between ratings by two groups of teachers of the same students and by computing the correlations between teachers' ratings and the California Achievement Test, Reading scores. A total of 257 public school students participated in the study. The results indicated the Teacher Rating Scale was moderately stable across one year and that it had adequate predictive validity. One implication of these findings is that simple rating scales which are carefully developed may be useful in the identification of students for educational programs—especially when utilized in conjunction with achievement test scores.

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