Although originally conceived of as a marriage of direct behavioral observation and indirect behavior rating scales, recent research has indicated that Direct Behavior Ratings (DBRs) are affected by rater idiosyncrasies (rater effects) similar to other indirect forms of behavioral assessment. Most of this research has been conducted using…

The authors' purpose was to evaluate the multiple-gate Preschool Behavior Screening System (PBSS) for identifying children's social, emotional, and behavioral (SEB) difficulties. The sample included 122 triads of preschool children between 3 and 5 years old and their parents and teachers. The teacher and parent samples were predominantly women and…

Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of…

The parent-teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent-teacher agreement (correlations) and discrepancies (t…

Data assessment is critical for determining student behavior change in response to individualized behavior interventions in schools. This study examined the interrater agreement of the Individualized Behavior Rating Scale Tool (IBRST), a perceptual direct behavior rating tool that was used by typical school personnel to record behavior occurrence…

A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…

Standardized rating scales remain the primary mechanism through which child behaviors are recorded. Despite the many advantages of such systems, the documented lack of agreement among different informants' ratings of the same child remains a pervasive problem for clinicians. This study examines the degree to which observed behavior ratings were…

This study investigated interparental agreement of the Eyberg Child Behavior Inventory for 44 clinic-referred families. Mothers rated their children's disruptive behavior as more frequent and more problematic than did fathers. However, strong evidence for cross-informant reliability was obtained. For maternal vs. paternal reports, classification…

Eighteen adolescents and adults with severe/profound intellectual disability were rated by two staff members using the Motivation Assessment Scale to identify variables maintaining their aggressive behaviors. Analysis of interrater reliability indicated that for some individuals the scale may not represent a feasible alternative to more formal…

A study tested the psychometric properties of the Stereotyped Behavior Scale, an empirically developed behavior rating scale for adolescents and adults with mental retardation. Forty-five adults with mental retardation and various rates of stereotypies participated. Results found the scale had high rates of reliability, validity, and interrater…

Examines effect of sex of rater on the interaction and degree of consensus obtained in ratings of child behavior. Children between the ages of 6 and 13 in a residential treatment center were rated on two rating scales. Explanations of results are offered in terms of sex role expectations and stereotyping. (Author/DST)

Analysis of social competence and problem behaviors for 164 special education students in grades K-3, using the Social Skills Rating System, found weak to moderate relationships between parents' and teachers' ratings. Gender comparisons revealed mixed findings. Results provide evidence for the instrument's convergent validity and suggest that…

Concordance between mothers' and teachers' perceptions of behavior problems and competencies of 74 children (mean age 131.6 months) with nonspecific developmental delays was assessed with standardized and study-developed scales. Correlations between raters averaged .43. There were minimal differences in ratings of boys and girls, and few…