scholarly journals Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions

2018 ◽  
Author(s):  
Markus Gebhardt ◽  
Jeffrey M. DeVries ◽  
Jana Jungjohann ◽  
Gino Casale ◽  
Andreas Gegenfurtner ◽  
...  
Keyword(s):  
Primary School ◽  
Measurement Invariance ◽  
Student Behavior ◽  
Progress Monitoring ◽  
Behavior Rating ◽  
Longitudinal Assessment ◽  
Primary School Students ◽  
School Students ◽  
Direct Behavior Rating ◽  
Over Time

Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.

scholarly journals Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions

2019 ◽  
Vol 8 (2) ◽  
pp. 46 ◽  
Author(s):  
Markus Gebhardt ◽  
Jeffrey M. DeVries ◽  
Jana Jungjohann ◽  
Gino Casale ◽  
Andreas Gegenfurtner ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Secondary Students ◽  
Student Behavior ◽  
Progress Monitoring ◽  
Small Samples ◽  
Behavior Rating ◽  
Longitudinal Assessment ◽  
School Students ◽  
Direct Behavior Rating ◽  
Over Time

Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR, the Questionnaire for Monitoring Behavior in Schools (QMBS) with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary education students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary students, and 14 students in a clinical setting were rated daily over one week (five measurement points). Item response theory (IRT) analyses confirmed the technical adequacy of the instrument and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs is discussed.

Content Validation of Direct Behavior Rating Multi-Item Scales for Assessing Problem Behaviors

2019 ◽  
pp. 106342661988234 ◽  
Author(s):  
Brian Daniels ◽  
Amy M. Briesch ◽  
Robert J. Volpe ◽  
Julie Sarno Owens
Keyword(s):  
Problem Behaviors ◽  
Conduct Problems ◽  
Student Behavior ◽  
Progress Monitoring ◽  
Interpersonal Conflict ◽  
Future Research ◽  
Second Phase ◽  
Behavior Rating ◽  
Social Emotional ◽  
Direct Behavior Rating

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR-SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students’ response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis (EFA) was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers ( N = 307) in Grades K–3, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly selected student ( N = 307). Results of the EFA using a starting pool of nine to 11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed.

scholarly journals Effects of Sequences of Cognitions on Group Performance Over Time

2017 ◽  
Vol 48 (2) ◽  
pp. 131-164 ◽  
Author(s):  
Inge Molenaar ◽  
Ming Ming Chiu
Keyword(s):  
Content Analysis ◽  
Discourse Analysis ◽  
Primary School ◽  
Group Performance ◽  
Past Research ◽  
Primary School Students ◽  
School Students ◽  
New Ideas ◽  
High Level ◽  
Over Time

Extending past research showing that sequences of low cognitions (low-level processing of information) and high cognitions (high-level processing of information through questions and elaborations) influence the likelihoods of subsequent high and low cognitions, this study examines whether sequences of cognitions are related to group performance over time; 54 primary school students (18 triads) discussed and wrote an essay about living in another country (32,375 turns of talk). Content analysis and statistical discourse analysis showed that within each lesson, groups with more low cognitions or more sequences of low cognition followed by high cognition added more essay words. Groups with more high cognitions, sequences of low cognition followed by low cognition, or sequences of high cognition followed by an action followed by low cognition, showed different words and sequences, suggestive of new ideas. The links between cognition sequences and group performance over time can inform facilitation and assessment of student discussions.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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