Behavior Rating Scales: Issues of Use and Development

Elliot, Stephen N.; Busse, R. T.; Gresham, Frank M.

doi:10.1080/02796015.1993.12085655

Cited by 71 publications

(26 citation statements)

References 18 publications

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“…Another limitation of this study was that the screening measures and outcome measures consisted solely of ratings of behavior, rather than direct measurements. Although widely used, rating scales are subject to bias and differing levels of teacher tolerance (Elliot, Busse, & Gresham, 1993). It may be possible that some students were not screened effectively for participation in this study due to the use of these rating scales.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Check In/Check Out for Students With Internalizing Behavior Problems

Hunter

Chenier

Gresham

2013

Journal of Emotional and Behavioral Disorders

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Internalizing behaviors are directed inward toward the child and are frequently overlooked in classrooms compared with externalizing behaviors. When internalizing behaviors are identified, cognitive-behavioral interventions (CBIs) are typically the intervention of choice; however, CBIs are time-consuming and require considerable skill and experience for successful implementation. An efficient and time-effective targeted intervention for children with internalizing behavior problems is needed. Check In/Check Out (CICO) has been shown to be an effective targeted intervention for children with externalizing behavior problems, but this intervention has not been implemented directly targeting children with internalizing behavior patterns. The purpose of the present study was to evaluate CICO as a targeted intervention for children with internalizing behavior problems. Four elementary school students with internalizing behavior problems received a CICO intervention. Results showed that ratings of prosocial replacement behaviors increased as a result of the CICO intervention, and students’ levels of internalizing behaviors decreased.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Check In/Check Out for Students With Internalizing Behavior Problems

Hunter

Chenier

Gresham

2013

Journal of Emotional and Behavioral Disorders

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“…Researchers have developed many different observation and nomination scales for teachers, parents, and others. These rating scales can provide valuable information about specific strengths of students such as a student's ability to generate innovative solutions to a problem or a student's motivation (Elliott, Busse, & Gresham, 1993;Feldhusen & Heller, 1986). The SRBCSS was first published in 1976 with available reliability and validity information on 10 scales to identify student strengths in the areas of learning, motivation, creativity, artistic, musical, dramatics, communication-precision, communication-expressive, and planning.…”

Section: Teacher Identification Nomination Instruments and Scalesmentioning

confidence: 99%

An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students

Renzulli¹,

Siegle²,

Reis³

et al. 2009

Journal of Advanced Academics

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“…Behavior rating scales and inventories are versatile assessment tools and are the most common methods for quantifying teacher and parent judgments (Edelbrock, Costello, Dulcan, Conover, & Kala, 1986;Elliott, Busse, & Gresham, 1993;Merrell, 2003). Rating scales are efficient tools for representing summary characterizations of individuals' observations of their own behavior or the behavior of others.…”

Section: Rating Scales Of Children's Social Behavior: Characteristics and Fundamental Assumptionsmentioning

confidence: 99%

Intervention Validity of Social Behavior Rating Scales

Elliott

Gresham

Frank

et al. 2008

Assessment for Effective Intervention

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The term intervention validity refers to the extent to which assessment results can be used to guide the selection of interventions and evaluation of outcomes. In this article, the authors review the defining attributes of rating scales that distinguish them from other assessment tools, assumptions regarding the use of rating scales to measure children's social behaviors, and features of scale design that promote intervention validity. They argue that integration of a pragmatic theory for problem solution, assessment of socially valid content, and utilization of a reporting framework aligned to known and effective intervention options are essential to promoting intervention validity of rating scale measures. To illustrate, they describe the combined theoretical and empirical approach used to develop the Social Skills Rating System and its recent revision, the Social Skills Improvement System. Ongoing challenges in the integration and monitoring of social skills interventions are discussed, and possible strategies for linking assessment to intervention are described.

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Behavior Rating Scales: Issues of Use and Development

Cited by 71 publications

References 18 publications

Evaluation of Check In/Check Out for Students With Internalizing Behavior Problems

Evaluation of Check In/Check Out for Students With Internalizing Behavior Problems

An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students

Intervention Validity of Social Behavior Rating Scales

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