The Scales for Assessing Emotional Disturbance—Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability

2020 ◽  
pp. 019874292096915
Author(s):  
Jacqueline Huscroft-D’Angelo ◽  
Jessica Wery ◽  
Jodie Diane Martin ◽  
Corey Pierce ◽  
Lindy Crawford
Keyword(s):  
Emotional Disturbance ◽  
Interrater Reliability ◽  
Rating Scale ◽  
Composite Score ◽  
Future Research ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Nationally Representative ◽  
Test Retest Reliability ◽  
Reliability Coefficients

The Scales for Assessing Emotional Disturbance—Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.

The Scale for Assessing Emotional Disturbance–Third Edition: Reliability and Validity of the Screener

2021 ◽  
pp. 153450842110308
Author(s):  
Jacqueline Huscroft-D’Angelo ◽  
Jessica Wery ◽  
Jodie D. Martin-Gutel ◽  
Corey Pierce ◽  
Kara Loftin
Keyword(s):  
Emotional Disturbance ◽  
Behavioral Problems ◽  
Convergent Validity ◽  
Interrater Reliability ◽  
Reliability And Validity ◽  
Emotional And Behavioral Problems ◽  
Students At Risk ◽  
Retest Reliability ◽  
Nationally Representative ◽  
Test Retest Reliability

The Scales for Assessing Emotional Disturbance Screener–Third Edition ( SAED-3) is a standardized, norm-referenced measure designed to identify school-aged students at risk of emotional and behavioral problems. Four studies are reported to address the psychometric status of the SAED-3 Screener. Study 1 examined the internal consistency of the Screener using a sample of 1,430 students. Study 2 investigated the interrater reliability of the Screener results across 123 pairs of teachers who had worked with the student for at least 2 months. Study 3 assessed the extent to which the results from the Screener are consistent over time by examining test–retest reliability. Study 4 examined convergent validity by comparing the Screener to the Strength and Difficulties Questionnaire ( SDQ). Across all studies, samples were drawn from populations of students included in the nationally representative normative sample. The averaged coefficient alpha for the Screener was .88. Interrater reliability coefficient for the composite was .83. Test–retest reliability of the composite was .83. Correlations with the SDQ subscales ranged from .74 to .99, and the correlation of the Screener to the SDQ composite was .99. Limitations and implications for use of the Screener are discussed.

Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance

2021 ◽  
pp. 073428292110384
Author(s):  
Matthew C. Lambert ◽  
Stacy-Ann A. January ◽  
Jorge E. Gonzalez ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Emotional Disturbance ◽  
Rating Scale ◽  
Future Research ◽  
Regression Analyses ◽  
Multivariate Multiple Regression ◽  
Students With Emotional Disturbance ◽  
Nationally Representative ◽  
Primary Hypothesis ◽  
Emotional Rating ◽  
Representative Samples

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance and students without disabilities. Two nationally representative samples were used in this study: (a) 1,575 students rated by teachers and (b) 793 youth who provided self-ratings. The results of multivariate multiple regression analyses supported the primary hypothesis that students with emotional disturbance would have lower scores on each of the five BERS-3 subscale scores compared to peers without disabilities. This finding held for both samples; however, differences between students with emotional disturbance and the peers without disabilities were substantially smaller for the youth self-ratings compared to teacher ratings. Implications for practice and directions for future research are also discussed.

Reliability of the Speech Sounds Perception Test

1982 ◽  
Vol 55 (1) ◽  
pp. 203-210 ◽  
Author(s):  
R. A. Bornstein
Keyword(s):  
Clinical Experience ◽  
Cutoff Score ◽  
Speech Sounds ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Two Samples ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Several studies have examined the test-retest reliability of the Halstead-Reitan battery of which the Speech Sounds Perception Test is one component. However, there are no data on internal reliability. Clinical experience with the test suggests that the subtests are not equally difficult. The present study examined the internal reliability in two independent samples ( ns = 106 and 81). In both samples, a significantly greater number of errors was found on the first half of the test. Also in both samples, the largest number of errors occurred on Subtests B and A, while the fewest errors were found on Subtests E and D. The split-half reliability coefficients for the two samples were .74 and .87. There was also some tentative support for the use of an abbreviated version. A formula was generated (Series A + Series B + Series C + 2) which correctly classified a high percentage of patients in both samples (96% and 90%) using performance above and below the conventional cutoff score of eight errors.

The Southern California Postrotary Nystagmus Test: Test-Retest Reliability for Preschool Children

1981 ◽  
Vol 1 (2) ◽  
pp. 165-177 ◽  
Author(s):  
Jean Crosetto Deitz ◽  
Cary B. Siegner ◽  
Terry K. Crowe
Keyword(s):  
Southern California ◽  
Time Of Day ◽  
Test Reliability ◽  
Future Research ◽  
Reliability Study ◽  
Retest Reliability ◽  
Adequate Test ◽  
The Stability ◽  
Test Retest Reliability ◽  
Reliability Coefficients

A test-retest reliability study was conducted for the purpose of determining the stability of the performance of 3- and 4-year olds on the Southern California Postrotary Nystagmus Test (SCPNT). The subjects consisted of 28 3-year-olds and 42 4-year-olds enrolled in parent cooperative preschools in metropolitan Seattle, Washington. The two test administrations were planned to occur 5 weeks apart and at approximately the same time of day. The test-re test reliability coefficients for total SCPNT scores for 3-year-olds was .62 and for 4-year-olds was .83. This indicated weak test-re test reliability for 3-year-olds and adequate test-re test reliability for 4-year-olds. Recommendations for the direction of future research were included.

Creativity Training and the Stability and Internal Consistency of the Kirton Adaption-Innovation Inventory

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1123-1130 ◽  
Author(s):  
Mary C. Murdock ◽  
Scott G. Isaksen ◽  
Kenneth J. Lauer
Keyword(s):  
Analysis Of Variance ◽  
Full Scale ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Creativity Training ◽  
Analytic Review ◽  
Scale Scores ◽  
The Stability ◽  
Test Retest Reliability ◽  
Reliability Coefficients

In his 1986 analytic review of the first ten years of research on adaption-innovation theory, Mudd commented on the importance of continued research on the Kirton Adaption-Innovation Inventory. Suggestions pertinent to the present study involved an examination of the stability of the instrument as well as the test-retest reliability of the full scale and subscales. A Lindquist Type III analysis of variance was used to examine the influence of creativity training on the stability of the Kirton full scale scores. The scores did not change after training. There was, however, a significant effect for gender by pre- and posttest interactions for the full scale scores. Men's full scale scores were higher than women's, and only men exhibited an increase. The women's pre- and posttest scores appeared more stable. Internal reliability coefficients and test-retest reliability coefficients for both the full scale scores and the subscale scores were very adequate, but the men's scores did increase.

scholarly journals Affective and cognitive components of students’ attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Piotr Przymuszała ◽  
Magdalena Cerbin-Koczorowska ◽  
Patrycja Marciniak-Stępak ◽  
Łucja Zielińska-Tomczak ◽  
Martyna Piszczek ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Behavioral Control ◽  
Attitude Scale ◽  
Future Research ◽  
Perceived Behavioral Control ◽  
Negative Attitudes ◽  
Retest Reliability ◽  
Cognitive Components ◽  
Test Retest Reliability

Abstract Background The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. Methods The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Results Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. Conclusions This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen’s Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.

A Test-Retest Reliability Generalization Meta-Analysis of Judgments Via the Policy-Capturing Technique

2021 ◽  
pp. 109442812110115
Author(s):  
Ze Zhu ◽  
Alan J. Tomassetti ◽  
Reeshad S. Dalal ◽  
Shannon W. Schrader ◽  
Kevin Loo ◽  
...  
Keyword(s):  
Best Practice ◽  
Meta Analysis ◽  
Temporal Stability ◽  
Future Research ◽  
Policy Capturing ◽  
Reliability Estimate ◽  
Reliability Generalization ◽  
Retest Reliability ◽  
Reliability Estimates ◽  
Test Retest Reliability

Policy capturing is a widely used technique, but the temporal stability of policy-capturing judgments has long been a cause for concern. This article emphasizes the importance of reporting reliability, and in particular test-retest reliability, estimates in policy-capturing studies. We found that only 164 of 955 policy-capturing studies (i.e., 17.17%) reported a test-retest reliability estimate. We then conducted a reliability generalization meta-analysis on policy-capturing studies that did report test-retest reliability estimates—and we obtained an average reliability estimate of .78. We additionally examined 16 potential methodological and substantive antecedents to test-retest reliability (equivalent to moderators in validity generalization studies). We found that test-retest reliability was robust to variation in 14 of the 16 factors examined but that reliability was higher in paper-and-pencil studies than in web-based studies and was higher for behavioral intention judgments than for other (e.g., attitudinal and perceptual) judgments. We provide an agenda for future research. Finally, we provide several best-practice recommendations for researchers (and journal reviewers) with regard to (a) reporting test-retest reliability, (b) designing policy-capturing studies for appropriate reportage, and (c) properly interpreting test-retest reliability in policy-capturing studies.

scholarly journals Psychometric Evaluation of the Persian Version of Barkley Adult Attention Deficit/Hyperactivity Disorder Screening Tool among the Elderly

Scientifica ◽  
2017 ◽  
Vol 2017 ◽  
pp. 1-6 ◽  
Author(s):  
Mostafa Sadeghi ◽  
Homayoun Sadeghi-Bazargani ◽  
Shahrokh Amiri
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Internal Consistency ◽  
Attention Deficit ◽  
Concurrent Validity ◽  
Rating Scale ◽  
Retest Reliability ◽  
Hyperactivity Disorder ◽  
Persian Version ◽  
Test Retest Reliability ◽  
Tabriz City

Background. The Barkley Adult Attention Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV (BAARS-IV) was developed, and it demonstrated good psychometric properties. The BAARS-IV includes 27 questions on the symptoms of adult ADHD. The purpose of the present study is to investigate the psychometric testing of the Persian version of BAARS-IV among the elderlies in Tabriz City. Method. This cross-sectional study was conducted in Tabriz City—in the west of Iran—in 2015 via enrolling of 121 old-aged people. We did the process of translation and adaptation of BAARS-IV and examined its concurrent validity, internal consistency, and test-retest reliability. Result. The BAARS-IV demonstrated good internal consistency and test-retest reliability. Correlations between the BAARS-IV and the CAARS-S: SV were high and evidence supporting concurrent validity was revealed. Cronbach’s alpha for the overall scale and subscales stood at 0.89, 0.81, 0.66, 0.56, and 0.82, respectively. Conclusion. The Persian BAARS-IV showed acceptable reliability and validity. BAARS-IV was determined to be composed of internally consistent and psychometrically sound items.

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