A Behavioural Rating Scale for Mental Patients

1955 ◽  
Vol 101 (424) ◽  
pp. 644-653 ◽  
Author(s):  
L. Shatin ◽  
E. X. Freed
Keyword(s):  
Social Behaviour ◽  
Rating Scales ◽  
Psychiatric Care ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Psychiatric Interview ◽  
Psychiatric Classification ◽  
Music Therapist ◽  
Schizophrenic Patients ◽  
Rehabilitation Personnel

In connection with a demonstration programme of comprehensive psychiatric care for hospitalized schizophrenic patients, it was necessary to develop a rapid and effective method for rating patients' ward adjustment and social behaviour. The scale, entitled the Albany Behavioural Rating Scale (ABRS), and its validation, are described in this report. The nature of the problem required that the scale be readable, easily completed and scored, and suitable for use by nursing and rehabilitation personnel (OT, CT, Music Therapist, etc.). Further requirements included adequate scoring reliability and validity, as well as amenability to quantification.Various rating scales have been described in the psychiatric literature, but these did not meet our needs. Some were too cumbersome and time-consuming. Others required individual psychiatric interview. Frequently they demanded high literacy of the rater. Certain scales are indeed useful for special purposes, as for example the MSRPP (Lorr, 1953) which can be employed with confidence as an aid to psychiatric classification. Lucero and Meyer (1951) have discussed the requirements of an adequate rating scale.

Developing rating scales for the assessment of second language performance

1996 ◽  
Vol 13 ◽  
pp. 55-79 ◽  
Author(s):  
Carolyn E. Turner ◽  
John A. Upshur
Keyword(s):  
Second Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Sixth Grade ◽  
Language Performance ◽  
Specific Test ◽  
Binary Choices ◽  
Time Required ◽  
Second Language Performance

Abstract The two most common approaches to rating second language performance pose problems of reliability and validity. An alternative method utilizes rating scales that are empirically derived from samples of learner performance; these scales define boundaries between adjacent score levels rather than provide normative descriptions of ideal performances; the rating process requires making two or three binary choices about a language performance being rated. A procedure, that consists of a series of five explicit tasks, is used to construct a rating scale. The scale is designed for use with a specific population and a specific test task. A group of primary school ESL teachers used this procedure to make two speaking tests, including elicitation tasks and rating scales, for use in their school district. The tests were administered to 255 sixth grade learners. The scales were found to be highly accurate for scoring short speech samples, and were quite efficient in time required for scale development and rater training. Scales exhibit content relevance in the instructional setting. Development of this type of scale is recommended for use in high-stakes assessment.

The Tversky Condition Applied to Rating Scales

1996 ◽  
Vol 78 (3) ◽  
pp. 891-898
Author(s):  
Michael S. Trevisan ◽  
F. Leon Paulson
Keyword(s):  
Rating Scales ◽  
Empirical Investigation ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Response Category ◽  
Third Grade ◽  
Testing Time ◽  
Response Format ◽  
Third Grade Students ◽  
Reliability Coefficients

This study is the first empirical investigation of the 1964 Tversky condition applied to rating scales. The Tversky condition posits that the 3-response format will be optimum if testing time is proportional to the length of the test. To this end, 2-, 3-, 4-, and 5-response category forms of a 10-item measure of attitudes in science were randomly administered to 241 third grade students. Reliability and validity were computed for each form. No significant differences were found among the reliability coefficients or among the validity coefficients. The Tversky condition was not confirmed for rating scales. These findings are consistent with results from other studies regarding the lack of substantial differences among reliability and validity coefficients as the number of response categories in a rating scale are varied.

scholarly journals Validation of a Spanish Version of the Lille Apathy Rating Scale for Parkinson’s Disease

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Rocio García-Ramos ◽  
Clara Villanueva Iza ◽  
María José Catalán ◽  
Abilio Reig-Ferrer ◽  
Jorge Matías-Guíu
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Interrater Reliability ◽  
Rating Scales ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Spanish Version ◽  
Healthy Controls ◽  
Lars Score ◽  
Optimal Cutoff Point

Introduction. To date, no rating scales for detecting apathy in Parkinson’s disease (PD) patients have been validated in Spanish. For this reason, the aim of this study was to validate a Spanish version of Lille apathy rating scale (LARS) in a cohort of PD patients from Spain.Participants and Methods. 130 PD patients and 70 healthy controls were recruited to participate in the study. Apathy was measured using the Spanish version of LARS and the neuropsychiatric inventory (NPI). Reliability (internal consistency, test-retest, and interrater reliability) and validity (construct, content, and criterion validity) were measured.Results. Interrater reliability was 0.93. Cronbach’sαfor LARS was 0.81. The test-retest correlation coefficient was 0.97. The correlation between LARS and NPI scores was 0.61. The optimal cutoff point under the ROC curve was-14, whereas the value derived from healthy controls was-11. The prevalence of apathy in our population tested by LARS was 42%.Conclusions. The Spanish version of LARS is a reliable and useful tool for diagnosing apathy in PD patients. Total LARS score is influenced by the presence of depression and cognitive impairment. However, both disorders are independent identities with respect to apathy. The satisfactory reliability and validity of the scale make it an appropriate instrument for screening and diagnosing apathy in clinical practice or for research purposes.

Rating-Scale Labeling in Online Surveys: An Experimental Comparison of Verbal and Numeric Rating Scales with Respect to Measurement Quality and Respondents’ Cognitive Processes

2017 ◽  
Vol 49 (1) ◽  
pp. 79-107 ◽  
Author(s):  
Natalja Menold
Keyword(s):  
Cognitive Processes ◽  
Online Survey ◽  
Rating Scales ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Experimental Comparison ◽  
Online Surveys ◽  
Cross Sectional ◽  
Measurement Quality ◽  
Numeric Rating

Unlike other data collection modes, the effect of labeling rating scales on reliability and validity, as relevant aspects of measurement quality, has seldom been addressed in online surveys. In this study, verbal and numeric rating scales were compared in split-ballot online survey experiments. In the first experiment, respondents’ cognitive processes were observed by means of eye tracking, that is, determining the respondent’s fixations in different areas of the screen. In the remaining experiments, data for reliability and validity analysis were collected from a German adult sample. The results show that respondents needed more fixations and more time to endorse a category when a rating scale had numeric labels. Cross-sectional reliability was lower and some hypotheses with respect to the criterion validity could not be supported when numeric rating scales were used. In conclusion, theoretical considerations and the empirical results contradict the current broad usage of numeric scales in online surveys.

A Rating Scale for Use in Horticultural Therapy

1984 ◽  
Vol 47 (7) ◽  
pp. 211-214
Author(s):  
Susan Woodward ◽  
Peter Holden
Keyword(s):  
Social Behaviour ◽  
Scoring System ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Clinical Psychologist ◽  
Work Setting ◽  
Work Skills ◽  
Horticultural Therapy ◽  
Psychiatric Rating ◽  
Psychiatric Rating Scale

A senior occupational therapist was appointed to evaluate the work of a horticultural therapy unit in West Dorset. Together with a senior clinical psychologist she began by developing a rating scale to be used in measuring work skills, health and social behaviour in clients referred to the unit. In this paper, the authors explain how they modified an existing psychiatric rating scale to one better suited for use in a horticultural work setting. Instructions for raters, the scoring system, and how to pilot a new scale are all discussed, as are aspects of reliability and validity. Further comments on the scale from several interested professionals are also included.

scholarly journals The McGill Pain Questionnaire - Japanese Version, Reconsidered: Confirming the Reliability and Validity

1996 ◽  
Vol 1 (4) ◽  
pp. 233-237 ◽  
Author(s):  
Mamoru Hasegawa ◽  
Suguru Hattori ◽  
Keiji Ishizaki ◽  
Shosuke Suzuki ◽  
Fumio Goto
Keyword(s):  
Chronic Pain ◽  
Rating Scales ◽  
Rating Scale ◽  
Pain Treatment ◽  
Reliability And Validity ◽  
Japanese Version ◽  
University Hospital ◽  
Mcgill Pain Questionnaire ◽  
Pain Rating ◽  
Pain Questionnaire

BACKGROUND:The McGill Pain Questionnaire (MPQ) is one of the most widely used instruments in the world to evaluate patients with chronic pain. However, differences in languages and cultural backgrounds have hindered its standardization in Japan.OBJECTIVE:To standardize the MPQ in Japan.DESIGN:The reliability and validity of a Japanese version of the MPQ (JMPQ) were examined using a translation-based methodology, which followed a format similar to the original MPQ.SETTING:Multidisciplinary pain treatment centre of a university hospital in Japan.PATIENTS:Consecutive out-patients (n=152) with chronic pain.METHODS:Each patient completed the JMPQ, other pain rating scales (visual analogue scale, verbal rating scale, numerical rating scale) and the state-trait anxiety inventory. A subset of these patients (n=40) were tested again two weeks later.RESULTS:Acceptable levels of reliability and validity of the JMPQ, and independence of the JMPQ subscales from other pain rating scales were confirmed by principal component analysis. Chronic pain patients did not show marked levels of anxiety as might have been expected.CONCLUSIONS:The findings suggest that the JMPQ possesses sufficient merits as a pain rating scale from the standpoint of its reliability and validity. Furthermore, it is suggested that the JMPQ can be used to measure qualitative aspects of pain transcending differences in linguistic characteristics.

scholarly journals The Reliability and Validity of the English and Spanish Strengths and Weaknesses of ADHD and Normal Behavior Rating Scales in a Preschool Sample

2011 ◽  
Vol 16 (6) ◽  
pp. 510-516 ◽  
Author(s):  
Kimberley D. Lakes ◽  
James M. Swanson ◽  
Matt Riggs
Keyword(s):  
Psychometric Properties ◽  
Discriminant Validity ◽  
Rating Scales ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Convergent And Discriminant Validity ◽  
Normal Behavior ◽  
Valid Instrument ◽  
The Stability ◽  
Test Retest Reliability

Objective: To evaluate the reliability and validity of the English and Spanish versions of the Strengths and Weaknesses of ADHD-symptom and Normal-behavior (SWAN) rating scale. Method: Parents of preschoolers completed both a SWAN and the well-established Strengths and Difficulties Questionnaire (SDQ) on two separate occasions over a span of 3 months; instruments were in the primary language of the family (English or Spanish). Results: Psychometric properties for the English and Spanish versions of the SWAN were adequate, with high internal consistency and moderate test–retest reliability. Skewness and kurtosis statistics for the SWAN were within the range expected for a normally distributed population. The SWAN also demonstrated adequate convergent and discriminant validity in correlations with the various subscales of the SDQ. Conclusion: Psychometric properties of both the English and Spanish versions of the SWAN indicate that it is a reliable and valid instrument for measuring child attention and hyperactivity. The stability of ratings over time in this preschool sample was moderate, which may reflect the relative instability of these characteristics in preschool children.

Reliability and Validity of the Functional Assessment Rating Scale

1999 ◽  
Vol 84 (2) ◽  
pp. 389-391 ◽  
Author(s):  
Robert C. Schwartz
Keyword(s):  
Construct Validity ◽  
Functional Assessment ◽  
Concurrent Validity ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Mental Illnesses ◽  
Interrater Agreement ◽  
Psychiatric Symptomatology ◽  
Schizophrenic Patients ◽  
Test Retest Reliability

The Functional Assessment Rating Scale was developed as a measure of psychiatric symptomatology and psychosocial impairments. This study was designed to report estimates of reliability and validity with a population of schizophrenic patients. The scale showed very good interrater agreement, test-retest reliability, construct validity, and concurrent validity, so the scale seems a useful measure of psychopathology which may be used to assess and monitor patients displaying severe mental illnesses.

Monitoring Academic and Social Skills in Elementary School

2016 ◽  
Vol 19 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Joseph H. Wehby ◽  
Howard Wills ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Behavior Rating ◽  
Classroom Performance ◽  
Behavior Rating Scale ◽  
Monitoring Tools ◽  
Two Factors

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students’ progress, but most focus only on students’ social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern examining the Classroom Performance Survey (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of 3 years, 160 elementary schoolteachers in 19 schools across three states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools.

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