scholarly journals Relationship between Knowledge, Attitudes, Concerns and Competency Skills of Regular Teachers about Inclusive Education

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Lalitha Subramanian ◽  
Sarah Manickaraj
Keyword(s):  
Teacher Efficacy ◽  
Inclusive Education ◽  
Rating Scales ◽  
Rating Scale ◽  
Successful Implementation ◽  
Inclusive Practices ◽  
Regular School ◽  
Point Rating Scale ◽  
Special Education Needs ◽  
The Relationship

The present study explored the relationship between knowledge, attitudes and competency skills of regular school teachers (n=149) pertaining to children with special education needs (CSEN) and Inclusive Education (IE). The knowledge about CSEN and IE were measured using a 4 point rating scale and an informal questionnaire that were specifically modified for this study. The attitudes, concerns and competency skills were measured using 4 point rating scales. Results of the study indicated significant correlations between knowledge about CSEN and attitudes towards disability and teacher efficacy for inclusive practices; attitudes towards disability and attitudes towards inclusive practices and attitudes towards inclusive education and concerns about inclusive education and teacher efficacy for inclusive practices. The findings offers insight into preparation of training programs for teachers for successful implementation of inclusive education.

Application of Psychometric Theory to the Measurement of Voice Quality Using Rating Scales

2005 ◽  
Vol 48 (2) ◽  
pp. 323-335 ◽  
Author(s):  
Rahul Shrivastav ◽  
Christine M. Sapienza ◽  
Vuday Nandur
Keyword(s):  
Measurement Errors ◽  
Rating Scales ◽  
Rating Scale ◽  
Voice Quality ◽  
Random Order ◽  
Past Research ◽  
Poor Agreement ◽  
Psychometric Theory ◽  
Point Rating Scale ◽  
Exact Agreement

Rating scales are commonly used to study voice quality. However, recent research has demonstrated that perceptual measures of voice quality obtained using rating scales suffer from poor interjudge agreement and reliability, especially in the midrange of the scale. These findings, along with those obtained using multidimensional scaling (MDS), have been interpreted to show that listeners perceive voice quality in an idiosyncratic manner. Based on psychometric theory, the present research explored an alternative explanation for the poor interlistener agreement observed in previous research. This approach suggests that poor agreement between listeners may result, in part, from measurement errors related to a variety of factors rather than true differences in the perception of voice quality. In this study, 10 listeners rated breathiness for 27 vowel stimuli using a 5-point rating scale. Each stimulus was presented to the listeners 10 times in random order. Interlistener agreement and reliability were calculated from these ratings. Agreement and reliability were observed to improve when multiple ratings of each stimulus from each listener were averaged and when standardized scores were used instead of absolute ratings. The probability of exact agreement was found to be approximately .9 when using averaged ratings and standardized scores. In contrast, the probability of exact agreement was only .4 when a single rating from each listener was used to measure agreement. These findings support the hypothesis that poor agreement reported in past research partly arises from errors in measurement rather than individual differences in the perception of voice quality.

Speech-Language Pathologists' Ratings of Speech Accuracy in Children With Speech Sound Disorders

2021 ◽  
pp. 1-12
Author(s):  
Linye Jing ◽  
Maria I. Grigos
Keyword(s):  
Interrater Reliability ◽  
Rating Scales ◽  
Rating Scale ◽  
Speech Sound ◽  
Future Research ◽  
Training Procedure ◽  
Speech Sound Disorders ◽  
Speech Language Pathologists ◽  
Point Rating Scale ◽  
Whole Word

Purpose: Forming accurate and consistent speech judgments can be challenging when working with children with speech sound disorders who produce a large number and varied types of error patterns. Rating scales offer a systematic approach to assessing the whole word rather than individual sounds. Thus, these scales can be an efficient way for speech-language pathologists (SLPs) to monitor treatment progress. This study evaluated the interrater reliability of an existing 3-point rating scale using a large group of SLPs as raters. Method: Utilizing an online platform, 30 SLPs completed a brief training and then rated single words produced by children with typical speech patterns and children with speech sound disorders. Words were closely balanced across the three rating categories of the scale. The interrater reliability of the SLPs ratings to a consensus judgment was examined. Results: The majority of SLPs (87%) reached substantial interrater reliability to a consensus judgment using the 3-point rating scale. Correct productions had the highest interrater reliability. Productions with extensive errors had higher agreement than those with minor errors. Certain error types, such as vowel distortions, were especially challenging for SLPs to judge. Conclusions: This study demonstrated substantial interrater reliability to a consensus judgment among a large majority of 30 SLPs using a 3-point rating. The clinical implications of the findings are discussed along with proposed modifications to the training procedure to guide future research.

scholarly journals Youth leadership: a proposal for identifying and developing creativity and giftedness

2013 ◽  
Vol 30 (2) ◽  
pp. 219-229 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Solange Muglia Wechsler
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Leadership Skills ◽  
Youth Leadership ◽  
Global Consensus ◽  
Creative Leadership ◽  
Relationship Of ◽  
The Military ◽  
The Relationship ◽  
Basic Level

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.

scholarly journals Beyond the mask of deference: exploring the relationship between ruptures and transference in a single-case study

2016 ◽  
Vol 19 (2) ◽  
Author(s):  
Francesca Locati ◽  
Pietro De Carli ◽  
Emanuele Tarasconi ◽  
Margherita Lang ◽  
Laura Parolin
Keyword(s):  
Sequential Analysis ◽  
Rating Scales ◽  
Rating Scale ◽  
Defense Mechanism ◽  
Single Case ◽  
Assessment Procedure ◽  
Single Case Study ◽  
Alliance Ruptures ◽  
The Relationship

The relationship between transference and therapeutic alliance has been long discussed. It is only recently, however, that empirical evidence has provided support for a tight correspondence between several transference dimensions and rupture and resolution processes. In the present single-case study, we used alliance ruptures as a key dimension to understand patient’s transference dynamics. This was achieved in a particular form of patient’s behavior, i.e., patient’s deference and acquiescent behavior, which describes a significant submission to assertions, skills, judgments and point of views of another person. Therapeutic process was measured by means of the Rupture Resolution Rating Scale, the Core Conflictual Relationship Theme and the Defense Mechanism Rating Scales, whereas therapeutic outcome was measured by means of the Shedler-Westen Assessment Procedure-200. Results of sequential analysis yielded a significant correspondence between rupture markers, characterized by avoidance and shifting of session’s topic, and patient’s narrations. Furthermore, a systematic correspondence between alliance ruptures and patient’s avoidant functioning, which emerged both in transference relationship and in the quality of the defense structure, was found. Together, these findings indicate that patient’s deference inhibits the expression of relational themes, with ruptures in alliance that seem to be supported by a strong defensive structure. In particular, patient’s avoidance played a double role in the treatment. On the one hand, avoidance was the main characteristic of her transference structure, based on extreme intellectualization and emotional closure. On the other hand, it contributed to create an impasse in the treatment, based on a withdrawal ruptures model and on obsessive level defences.

scholarly journals A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

2019 ◽  
Vol 17 (4) ◽  
pp. 408-422
Author(s):  
Jennifer Neitzel ◽  
Diane Early ◽  
John Sideris ◽  
Doré LaForrett ◽  
Michael B Abel ◽  
...  
Keyword(s):  
Early Childhood ◽  
Rating Scales ◽  
Rating Scale ◽  
Research Literature ◽  
Future Research ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
Environment Rating Scales ◽  
Early Childhood Learning ◽  
The Relationship

The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the Early Childhood Environment Rating Scale–Revised and the Early Childhood Environment Rating Scale, Third Edition, as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.

Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in Measurement

2019 ◽  
Vol 46 (1) ◽  
pp. 55-66
Author(s):  
Yaacov Petscher ◽  
Steven I. Pfeiffer
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Area Under The Curve ◽  
Cut Scores ◽  
Scale Level ◽  
Intelligence Scale ◽  
Scale Reliability ◽  
Point Rating Scale ◽  
Item Level ◽  
Scale Down

The authors evaluated measurement-level, factor-level, item-level, and scale-level revisions to the Gifted Rating Scales–School Form (GRS-S). Measurement-level considerations tested the extent to which treating the Likert-type scale rating as categorical or continuous produced different fit across unidimensional, correlated trait, and bifactor latent factor structures. Item- and scale-level analyses demonstrated that the GRS-S could be reduced from a 72-item assessment on a 9-point rating scale down to a 30-item assessment on a 3-point rating scale. Reliability from the reduced assessment was high (ω > .95). Receiver operating characteristic (ROC) curve comparisons between the original and reduced versions of the GRS-S showed that diagnostic accuracy (i.e., area under the curve) of the scales was comparable when considering cut scores of 120, 125, and 130 on the WISC-IV Full Scale ( Wechsler Intelligence Scale for Child–Fourth Edition) and verbal IQ and the WIAT-III (Wechsler Individual Achievement Test–Third Edition) composite score. The findings suggest that a brief form of the GRS-S can be used as a universal or selective screener for giftedness without sacrificing key psychometric considerations.

Self-Assessments of Risk Tolerance by Women and Men

2007 ◽  
Vol 100 (3) ◽  
pp. 795-802 ◽  
Author(s):  
John E. Grable ◽  
Michael J. Roszkowski
Keyword(s):  
Financial Risk ◽  
Rating Scale ◽  
Risk Tolerance ◽  
Convenience Sample ◽  
Self Rating ◽  
Internet Users ◽  
Point Rating Scale ◽  
Self Assessments ◽  
Financial Risk Tolerance ◽  
The Relationship

A convenience sample of 1,741 Internet users completed a 12-item financial risk-tolerance questionnaire. They also rated themselves on their tolerance for financial risk using a 4-point rating scale. The 12-item summated rating score was used to predict the self-rating. The residual between actual and predicted self-rating was compared by sex. The residual for males was positive, indicating that men tended to overestimate their proclivity for taking risks. Conversely, the residual for females was negative, suggesting that women underestimate their tolerance for risk. The relationship held when controlling for other factors linked to risk tolerance, i.e., age, household income, marital status, and education. It was also noted that risk tolerance was overestimated by younger respondents and those with a graduate education.

The Relationship Between Anxiety and Depression in Children: Rating Scales and Clinical Variables*

1987 ◽  
Vol 32 (6) ◽  
pp. 433-439 ◽  
Author(s):  
C. Stavrakaki ◽  
B. Vargo ◽  
L. Boodoosingh ◽  
N. Roberts
Keyword(s):  
Depressive Symptoms ◽  
Behavioral Problems ◽  
Rating Scales ◽  
Rating Scale ◽  
Anxiety And Depression ◽  
Clinical Variables ◽  
Observer Ratings ◽  
One Year ◽  
The Relationship ◽  
Depressed Children

The present study examined the relationship between anxiety and depression in children in the context of proposed adult models. The results support the qualitative distinction between anxious and depressed patient groups on subsets of rating scale measures and clinical variables. In contrast to anxious children who were younger, (day patients) had been ill for longer than one year, presented with behavioral problems, and were low on observer ratings of depressive symptoms; depressed children were older, (inpatients) had been ill for less than one year, presented with emotional problems and were high on observer ratings of both anxious and depressive symptoms. The finding that the older depressed children were concurrently anxious while the younger anxious children were not concurrently depressed is discussed from the viewpoint of a hypothesized temporal sequence between anxiety and depression. The implication of this and other related findings are discussed in regard to their importance for differential diagnosis and prognosis.

scholarly journals Methodology in core outcome set (COS) development: the impact of patient interviews and using a 5-point versus a 9-point Delphi rating scale on core outcome selection in a COS development study.

2020 ◽  
Author(s):  
Alexandria Remus ◽  
Valerie Smith ◽  
Francesca Wuytack
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Core Outcome Set ◽  
Delphi Survey ◽  
Core Outcome ◽  
Point Scale ◽  
Patient Interviews ◽  
Point Rating Scale ◽  
Outcome Selection ◽  
The Impact

Abstract Background: As the development of core outcome sets (COS) increases, guidance for developing and reporting high-quality COS continues to evolve; however, a number of methodological uncertainties still remain. The objectives of this study were: (1) to explore the impact of including patient interviews in developing a COS, (2) to examine the impact of using a 5-point versus a 9-point rating scale during Delphi consensus methods on outcome selection and (3) to inform and contribute to COS development methodology by advancing the evidence base on COS development techniques. Methods: Semi-structured patient interviews and a nested randomised controlled parallel group trial as part of the Pelvic Girdle Pain Core Outcome Set project (PGP-COS). Patient interviews, as an adjunct to a systematic review of outcomes reported in previous studies, were undertaken to identify preliminary outcomes for including in a Delphi consensus survey. In the Delphi survey, participants were randomised (1:1) to a 5-point or 9-point rating scale for rating the importance of the list of preliminary outcomes. Results: Four of the eight patient interview derived outcomes were included in the preliminary COS, however, none of these outcomes were included in the final PGP-COS. The 5-point rating scale resulted in twice as many outcomes reaching consensus after the 3-round Delphi survey compared to the 9-point scale. Consensus on all five outcomes included in the final PGP-COS was achieved by participants allocated the 5-point rating scale, whereas consensus on four of these was achieved by those using the 9-point scale. Conclusions: Using patient interviews to identify preliminary outcomes as an adjunct to conducting a systematic review of outcomes measured in the literature did not appear to influence outcome selection in developing the COS in this study. The use of different rating scales in a Delphi survey, however, did appear to impact on outcome selection. The 5-point scale demonstrated greater congruency than the 9-point scale with the outcomes included in the final PGP-COS. Future research to substantiate our findings and to explore the impact of other rating scales on outcome selection during COS development, however, is warranted.

Sign in / Sign up

Export Citation Format

Share Document