Format effects in two teacher rating scales of hyperactivity
- 1 June 1981
- journal article
- research article
- Published by Springer Nature in Journal of Abnormal Child Psychology
- Vol. 9 (2), 203-218
- https://doi.org/10.1007/bf00919115
Abstract
The object of this study was to investigate the effect of differences in format on the precision of teacher ratings and thus on the reliability and validity of two teacher rating scales of children's hyperactive behavior. Teachers (N=242) rated a sample of children in their classrooms using rating scales assessing similar attributes with different formats. For a sub-sample the rating scales were readministered after 2 weeks. The results indicated that improvement can be made in the precision of teacher ratings that may be reflected in improved reliability and validity.This publication has 13 references indexed in Scilit:
- The prevalence of learning disabilities in a sample of children considered hyperactiveJournal of Abnormal Child Psychology, 1980
- The Measurement of the Hyperactive Syndrome in ChildrenReview of Educational Research, 1977
- Scaling Behavioral Attributes of Children Using Multiple Teacher Judgments of Pupil CharacteristicsEducational and Psychological Measurement, 1973
- The development and evaluation of behaviorally based rating scales.Journal of Applied Psychology, 1973
- Effects of Dextroamphetamine, Chlorpromazine, and Hydroxyzine on Behavior and Performance in Hyperactive ChildrenAmerican Journal of Psychiatry, 1972
- A rating system for the assessment of hyperactive and withdrawn children in preschool samples.American Journal of Orthopsychiatry, 1972
- An Objective Instrument for Assessing Hyperkinesis in ChildrenJournal of Learning Disabilities, 1971
- A Teacher Rating Scale for Use in Drug Studies with ChildrenAmerican Journal of Psychiatry, 1969
- Minimal Brain Dysfunctions in the School-Age ChildArchives of General Psychiatry, 1962
- Hyperkinetic behavior syndrome in childrenThe Journal of Pediatrics, 1957