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

Markus Gebhardt, Jeffrey M. DeVries, Jana Jungjohann, Gino Casale, Andreas Gegenfurtner and Jörg-Tobias Kuhn
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Markus Gebhardt: Research in Inclusive Education, Faculty of Rehabilitation Science, Technical University of Dortmund, 44227 Dortmund, Germany
Jeffrey M. DeVries: Research in Inclusive Education, Faculty of Rehabilitation Science, Technical University of Dortmund, 44227 Dortmund, Germany
Jana Jungjohann: Research in Inclusive Education, Faculty of Rehabilitation Science, Technical University of Dortmund, 44227 Dortmund, Germany
Gino Casale: Department of Special Education, University of Cologne, 50931 Cologne, Germany
Andreas Gegenfurtner: Deggendorf Institute of Technology, Institute for Quality and Continuing Education, 94469 Deggendorf, Germany
Jörg-Tobias Kuhn: Faculty of Rehabilitation Science, Educational Research Methods, Technical University of Dortmund, 44227 Dortmund, Germany

Social Sciences, 2019, vol. 8, issue 2, 1-14

Abstract: 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.

Keywords: direct behavior rating; test; sensitivity over time; rating; school; classroom behavior; progress monitoring (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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