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Technical Analysis of the Disruptive Behavior Rating Scale--Second Edition--Teacher Version
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Erford, Bradley T.; Clark, Kelly – Measurement and Evaluation in Counseling and Development, 2011
The reliability and validity of scores on the Disruptive Behavior Rating Scale-second edition-teacher version (DBRS-II-T) was analyzed. The DBRS-II-T was designed to assess teacher observations of students referred for behavioral difficulties. The five-factor model fit the data poorly, but convergent and diagnostic validities were excellent.…
Descriptors: Behavior Rating Scales, Teachers, Reliability, Validity
A Brief Measure of Children's Behavior Problems: The Behavior Rating Index for Children.
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Stiffman, Arlene R.; And Others – Measurement and Evaluation in Counseling and Development, 1984
Describes the development of the Behavior Rating Index for Children (BRIC), a 13-item summated category partition scale that provides a prothetic measure of children's behavior problems. Evaluation of the BRIC with 600 referred and nonreferred children suggested adequate reliability and validity. (JAC)
Descriptors: Behavior Problems, Behavior Rating Scales, Children, Elementary Secondary Education
Technical Analysis of Father Responses to the Disruptive Behavior Rating Scale-Parent Version (DBRS-P).
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Erford, Bradley T. – Measurement and Evaluation in Counseling and Development, 1998
The Disruptive Behavior Rating Scale (DBRS) was designed to differentiate among the disruptive behavior disorders through administration to teachers and parents. Four studies are presented here to provide a technical analysis to fathers' responses to the DBRS-Parent Version. Reliability and construct and criterion-related validity of father…
Descriptors: Behavior Problems, Behavior Rating Scales, Concurrent Validity, Construct Validity
Factorial Invariance of the Behavioral Dimensions Rating Scale.
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Wilson, Michael J.; And Others – Measurement and Evaluation in Counseling and Development, 1987
The Behavioral Dimensions Rating Scale was administered to both emotionally disturbed and normal students. The factor structure was found, using confirmatory factor analysis, to be invariant over these groups. Thus, the construct validity of the instrument was supported as a measure of disturbance of school age children. (Author/KS)
Descriptors: Behavior Problems, Behavior Rating Scales, Diagnostic Tests, Elementary School Students