A Factorial, Reliability, and Validity Study of the Devereux Elementary School Behavior Rating Scale

1989 ◽  
Vol 64 (2) ◽  
pp. 535-547 ◽  
Author(s):  
David Finkelman ◽  
Michael J. Ferrarese ◽  
Norman Garmezy
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
Reliability And Validity ◽  
School Behavior ◽  
Peer Ratings ◽  
Behavior Rating Scale ◽  
Structure Reliability ◽  
Poor Comprehension ◽  
And Performance

This investigation explored the factor structure, reliability, and validity of the Devereux Elementary School Behavior Raring Scale, employing a large ( n = 648) sample of children. Factor analysis suggested that the Devereux scale can be described by four factors, which were named Disruptive—Oppositional, Poor Comprehension—Disattention, Cooperative—Initiating, and Performance Anxiety. All four factors showed high internal consistency, and three of the four were stable over a 17-mo. period. Correlations of the four factors with academic achievement, IQ, socioeconomic status, and peer ratings of social competence are presented. All four factors showed significant relations with these variables, with Poor Comprehension—Disattention the strongest of all. Multiple regression analysis indicated that the Poor Comprehension—Disattention factor accounted for significant variance in academic achievement even after IQ was taken into account. Large differences between classroom means on the factor scores suggested that Devereux ratings for individual students may need to be interpreted cautiously.

Item level validity of the Devereux Elementary School Behavior Rating Scale

1979 ◽  
Vol 7 (3) ◽  
pp. 327-335 ◽  
Author(s):  
Jerry Willis ◽  
Deborrah Smithy ◽  
Steve Holliday
Keyword(s):  
Elementary School ◽  
Rating Scale ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Item Level

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

Teachers' Ratings of Aggression and Students' Own Perceived Status

1983 ◽  
Vol 53 (1) ◽  
pp. 275-278
Author(s):  
Marcia D. Horne ◽  
James E. Powers
Keyword(s):  
Aggressive Behavior ◽  
Significant Interaction ◽  
Rating Scale ◽  
The Self ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavior Rating Scale

The purpose of this study was to investigate the self-perceived status of students ( N = 48) rated by their teachers as high and low in aggressive behavior on an 8-item modified version of the Devereaux School Behavior Rating Scale. In Grades 2, 3, and 4, 4 boys and 4 girls rated low in aggression and 4 boys and 4 girls rated high in aggression by their teachers were randomly selected. A significant interaction of grade by aggression indicated differences in perceived status depending on grade and teachers' ratings of aggression. Students in Grades 2 and 3 who were rated high in aggression perceived themselves as more popular, but those in Grades 4 and 5 so rated perceived themselves as less popular.

An Intervention to Promote Adherence to Glasses Wearing Among Urban Public Elementary School Students: Associations With Classroom Behavior

2020 ◽  
pp. 105984052096364
Author(s):  
Tania M. Haag ◽  
Gabriela Calderon Velazquez ◽  
Tresa Wiggins ◽  
Paul Spin ◽  
Sara B. Johnson ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Engagement ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Rating Scale ◽  
School Students ◽  
Public Elementary School ◽  
Behavior Rating Scale ◽  
Before And After ◽  
Direct Behavior Rating

Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1–4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (−4.28%, 95% CI [−6.51, −2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.

scholarly journals Factor structure, reliability, and validity of the Japanese version of the Hoarding Rating Scale-Self-Report (HRS-SR-J)

2017 ◽  
Vol Volume 13 ◽  
pp. 1235-1243 ◽  
Author(s):  
Aki Tsuchiyagaito ◽  
Satoshi Horiuchi ◽  
Toko Igarashi ◽  
Yoshiya Kawanori ◽  
Yoshiyuki Hirano ◽  
...  
Keyword(s):  
Factor Structure ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Japanese Version ◽  
Self Report ◽  
Structure Reliability

Dimensions of Classroom Behavior for Kindergarten Children

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1163-1174 ◽  
Author(s):  
Jane D. Wallbrown ◽  
Ann W. Engin ◽  
Fred H. Wallbrown ◽  
John Blaha
Keyword(s):  
Classroom Behavior ◽  
Rating Scale ◽  
Two Dimensions ◽  
Principal Factor ◽  
Kindergarten Children ◽  
Behavior Rating ◽  
School Behavior ◽  
Factor Solution ◽  
Behavioral Ratings ◽  
Behavior Rating Scale

The construct validity of the Devereux Elementary School Behavior Rating Scale (Spivack & Swift, 1967) was investigated for a sample of 408 children enrolled in the 15 kindergarten classes of a suburban school system. The 9 teachers completed behavioral ratings for the children in their classes during 1 wk. in May, 1974. A principal-factor solution was obtained on intercorrelations among the 47 behaviors included in the Devereux scale and the factors thus obtained were rotated to Varimax criterion. The results were generally positive in that 9 of the 11 behavioral dimensions described by Spivack and Swift (1967) were evident in the factor structure. Yet, there were enough differences to suggest the possibility of modifying the Devereux score categories somewhat for use with suburban kindergarten children. For example, the three individual items did not remain distinct and two dimensions did not emerge as factors. Also, the items loading the 9 factors were not always exactly the same as those which the authors specified for the corresponding behavioral dimensions.

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