A factor analytic and reliability study of the Devereux Child Behavior Rating Scale

The factor structure of the Devereux Child Behavior (DCB) Rating Scale was found to be different in the present study from those reported by the authors of the scale. Five of the 17 DCB factors were too unreliable to include in the present factor analysis. The findings of the present study were strikingly similar with other factor analytic studies of behavior rating scales in that only three main factors were found: Conduct Disorder, Personality Disorder, and Inadequacy-Immaturity.     

Item level validity of the Devereux Elementary School Behavior Rating Scale

Using a random sample of children in grades one through six as well as a sample of children referred for social or emotional problems, the item level validity of the Devereux Elementary School Behavior Rating Scale was assessed. Results indicated that Devereux responses for normal children tended to be skewed, with the item means falling near the positive end of the response continuum and with narrow standard deviations. Item means in the referred sample were closer to the center of the distribution and tended to have larger standard deviations. When item-to-subscale correlations were considered, the Devereux items, in general, were significantly correlated with their home subscale. Thirty-two of the 45 items on the scale had home scale correlations that were significantly higher than any other subscale correlation for that item. K-R 20 coefficients for subscales ranged from .74 to .89. Because the 9 items that had very poor subscale correlations were clustered on 4 of the 11 original subscales, it was recommended that these subscales be eliminated. The result would be a 31-item scale that measures seven different factors.Authorship is equal.     

Factorial validity and reliability of the Devereux Elementary School Behavior Rating Scale

The factorial validity and internal consistency reliability of the Devereux Elementary School Behavior Rating Scale was examined using a random sample of elementary-school children in grades I through 6. Teacher ratings of subjects' classroom behaviors on the Devereux approximated ratings obtained by the standardization sample. Internal consistency (coefficient alpha) reliability coefficients of the 11 Devereux subscales were found to be quite adequate, ranging from 80 to 93. Intercorrelations among Devereux subscales were moderate to high. A principal factor analysis of the 11 subscales produced two factors with eigenvalues greater than 1.0, which cumulatively accounted for 70.2% of the total variance. When rotated via an orthogonal (Varimax) solution, the two resultant factors appeared to measure emotional adjustment and academic related dimensions of classroom behavior. Given the problem of multicollinearity that was shown to exist among subscales, the authors suggest caution in the interpretation of Devereux subscales as discrete factors.The authors gratefully acknowledge computer support funding provided by the University of Wisconsin, Graduate School Research Committee Grant 135-1537 to the first author.     

A factorial, reliability, and validity study of the Devereux Elementary School Behavior Rating Scale

This investigation explored the factor structure, reliability, and validity of the Devereux Elementary School Behavior Rating Scale, employing a large (n = 648) sample of children. Factor analysis suggested that the Devereux scale can be described by four factors, which were named Disruptive-Oppositional, Poor Comprehension-Disattention, Cooperative-Initiating, and Performance Anxiety. All four factors showed high internal consistency, and three of the four were stable over a 17-mo. period. Correlations of the four factors with academic achievement, IQ, socioeconomic status, and peer ratings of social competence are presented. All four factors showed significant relations with these variables, with Poor Comprehension-Disattention the strongest of all. Multiple regression analysis indicated that the Poor Comprehension-Disattention factor accounted for significant variance in academic achievement even after IQ was taken into account. Large differences between classroom means on the factor scores suggested that Devereux ratings for individual students may need to be interpreted cautiously.     

External validity of the new Devereux Adolescent Behavior Rating scales

The discriminant and concurrent validity of the five new scales for the Devereux Adolescent Behavior Rating Scale (DAB) was explored using a heterogeneous sample of psychiatric and substance abuse patients. Consistent with predictions, the substance abuse patients scored higher on the Acting Out Behaviors (AOB) and Heterosexual Interests (HI) scales, and psychiatric patients scored higher on the Psychotic Behaviors scale. Gender differences also were found, including boys being rated higher on Acting Out Behaviors, and girls higher on Heterosexual Interests. The new DAB scales demonstrated sufficient concurrent validity using a thorough record review and a patient rating scale (the Child Behavior Checklist [CBCL]). The Neurotic/Dependent Behaviors scale (NDB) showed a consistent relationship with substance abuse and several other measures of more externalizing behaviors, in addition to the predicted relationships with anxious, tense, and dependent behaviors. The Withdrawn/Timid Behaviors scale (WTB) proved to be a purer measure of internalizing behaviors in both sexes.     

External Validity of the New Devereux Adolescent Behavior Rating Scales

The discriminant and concurrent validity of the five new scales for the Devereux Adolescent Behavior Rating Scale (DAB) was explored using a heterogeneous sample of psychiatric and substance abuse patients. Consistent with predictions, the substance abuse patients scored higher on the Acting Out Behaviors (AOB) and Heterosexual Interests (HI) scales, and psychiatric patients scored higher on the Psychotic Behaviors scale. Gender differences also were found, including boys being rated higher on Acting Out Behaviors, and girls higher on Heterosexual Interests. The new DAB scales demonstrated sufficient concurrent validity using a thorough record review and a parent rating scale (the Child Behavior Checklist [CBCL]). The Neurotic/Dependent Behaviors scale (NDB) showed a consistent relationship with substance abuse and several other measures of more externalizing behaviors, in addition to the predicted relationships with anxious, tense, and dependent behaviors. The Withdrawn/Timid Behaviors scale (WTB) proved to be a purer measure of internalizing behaviors in both sexes.     

Exploratory factor analysis of the Human Behavior Rating Scale: a rural population

The construct validity of Eaves' Human Behavior Rating Scale (HBRS) was investigated. The HBRS is a scale with 91 Likert-type items designed to measure five factors: arousal (persistence and curiosity), affect (externalizing and internalizing), and cognition. Forty-four teachers of Grades 6, 7, and 8 from two low socioeconomic and rural southern counties completed the HBRS for 320 of their students. Three parcels were submitted for analysis for each of the five dimensions. A five-factor, then a two-factor, solution were analyzed using exploratory factor analysis. A principal-axis factor analysis was employed and an oblique promax rotation was applied. The results supported the five-factor solution with 90.2% of the total variance accounted for when compared to the two-factor solution which recovered 73.4% of the total variance. Intercorrelations between factors ranged from .15 to .76 for the five-factor solution.     

The Child Rating Scale and its use with middle school-age students

The Child Rating Scale is a socioemotional self-report rating scale design for elementary school children. This study examined the Child Rating Scale with a middle school-age sample (Grades 5 to 8) of 240 students. The Child Rating Scale's four scales have shown moderate to high coefficients alpha. Factor analysis yielded the 4 underlying factors consistent with the current subscales. Supportive convergent validity was found based on the Child Rating Scale subscales' predicted association with the Self-perception Profile for Children and the Psychological Sense of School Membership-Brief. Consistent with current research, decline over grades in rule compliance/acting out and school interest was documented as well as the expected mean sex differences on these two subscales. Possible areas of study are indicated, and the present study's limitations are described. The Child Rating Scale seems to be a promising self-report measure for middle school-age youth.     

Assessing ADHD and comorbid disorders in children: the Child Behavior Checklist and the Devereux Scales of Mental Disorders

Evaluated discriminant validity and clinical utility of selected subscales of the Devereux Scales of Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) and the Child Behavior Checklist (CBCL; Achenbach, 1991a) in 228 children referred to a clinic for the evaluation and treatment of attention deficit hyperactivity disorder (ADHD). The DSMD is a multiaxial behavior rating scale that measures symptomatology for a broad range of child psychopathology as described in the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM-R-III] and 4th ed. [DSM-IV]; American Psychiatric Association, 1987, 1994). Discriminant function analyses as well as sensitivity, specificity, and predictive power analyses were computed to evaluate the discriminant validity and clinical utility of selected DSMD and CBCL subscales for assessing ADHD, oppositional defiant disorder (ODD), and anxiety disorders. Results indicated that the DSMD compared very favorably with the CBCL in the ability to discriminate between children with ADHD and those without ADHD and between children with comorbid ODD and anxiety disorders and children who did not meet criteria for these disorders. The DSMD Attention subscale may be somewhat better at ruling in ADHD combined subtype (ADHD-C) and ADHD inattentive subtype (ADHD-I) than the CBCL Attention Problems subscale, but the CBCL Attention Problems subscale may have slightly better utility than the DSMD Attention subscale in ruling out these subtypes. Both the CBCL and DSMD were more useful for ruling out than for ruling in ODD and anxiety disorders.     

The criterion-related validity of the Childhood Autism Rating Scale and the Autism Behavior checklist

The present study sought to examine the relationship between two popular instruments for screening autistic children: the Childhood Autism Rating Scale (CARS) and the Autism Behavior Checklist (ABC). The sample included 77 individuals. The records of 48 subjects contained firm diagnoses of autism, while the suggestion of autism was found in the remaining records. Correlations between the two scales ranged from –.16 to .73 (median=.39). The validity coefficient between the two total scores was .67. Using cutoff scores recommended by the authors, an analysis of the sensitivity of the two instruments was conducted. The CARS correctly identified 98% of the autistic subjects; it identified 69% of the possibly autistic as autistic. The ABC correctly identified 88% of the autistic subjects, while it identified 48% of those subjects considered possibly autistic as autistic. A phi coefficient was computed to estimate the degree of relationship between the nominal classifications produced by the two instruments. A moderate relationship was found, (r = .54). Implications of the results are discussed.     

结构化面试中评分量表对评分准确性的影响

采用2(组内变量:量尺大小(25分和9分))×2(组间变量:评分方法(相对和绝对))的混合实验设计探讨评分量表对115名大学生新手评委评分准确性的影响。对于评分准确性,采用Cronbach1955年提出的四个指标,Elevation(EL)、Differential elevation(DE)、Stereotype accuracy(SA)、Differential Accuracy(DA)。结果发现,评分方法只在SA上主效应显著,量尺大小在只在DA上主效应边缘显著,评分方法和量尺大小在DE、SA和DA三个指标上均有交互作用。总体上看,在结构化面试评分中,对于评分准确性,相对评分量表优于绝对评分量表,小量尺量表优于大量尺量表。     

Factor structure and differential validity of the expanded Brief Psychiatric Rating Scale

The Brief Psychiatric Rating Scale (BPRS) is one of the most widely used measures in psychiatric outcome and clinical psychopharmacology research. To date, however; research on the psychometric properties of the expanded version of the BPRS (BPRS-E) has been limited. An exploratory factor analysis (n = 360) using maximum likelihood extraction with oblimin rotation found a four-factor solution (Thought Disturbance, Animation, Mood Disturbance, Apathy) to underlie the BPRS-E. Furthermore, these factors were logical in nature and estimates of internal consistency were acceptable. A confirmatory factor analysis conducted on a second, independent sample (n = 280)found that for the five models currently available in the literature, the model developed herein provided the best fit to the data. Again, estimates of internal consistency were found acceptable. Finally, the four factors demonstrated appropriate differential validity with regards to both demographic variables and various psychiatric diagnoses.     

基于灰色统计的心理评定量表研究述略

本文提出运用灰色统计对心理评定量表进行分析处理的方法。灰色系统的理论和方法能够处理信息不完全的数据,很适合运用于心理学研究的数据分析。文章在介绍该方法的同时,还以问题解决能力评定量表的测量数据为例,进行了灰色统计实例分析。     

Factor structure and measurement invariance of the Women's Health Initiative Insomnia Rating Scale

As part of the Women's Health Initiative Study, the 5-item Women's Health Initiative Insomnia Rating Scale (WHIIRS) was developed. This article summarizes the development of the scale through the use of responses from 66,269 postmenopausal women (mean age = 62.07 years, SD = 7.41 years). All women completed a 10-item questionnaire concerning sleep. A novel resampling technique was introduced as part of the data analysis. Principal-axes factor analysis without iteration and rotation to a varimax solution was conducted for 120,000 random samples of 1,000 women each. Use of this strategy led to the development of a scale with a highly stable factor structure. Structural equation modeling revealed no major differences in factor structure across age and race-ethnic groups. WHIIRS norms for race-ethnicity and age subgroups are detailed.     

Racial Differences on the Conners Teacher Rating Scale

Factor congruence and mean differences on the Conners Teacher Rating Scale were assessed across African-American and Caucasian school children. Factor analyses conducted separately by gender revealed similar factors across races for males and females. The main differences in factor structure within gender were the presence of an Antisocial factor in black males and an Inattention factor in white females. Across both males and females, teachers tended to rate black children higher than white children on factors relating to externalizing behaviors. Whether mean differences are a result of teacher bias or actual behavioral differences in the classroom needs further research.     

结构化面试评定量表的现代测量学分析

结构化面试作为使用最为普遍的人事选拔技术之一受到越来越多研究者的关注.本研究与传统分析方法和内容不同,选用IRT的Rasch模型的拓展--多面Rasch模型,对某次结构化面试中两组12位评委对66名考生的面试数据进行分析,主要对面试中10点量表的使用进行了检测.结果表明在面试的五个维度中,10点量表并未完全使用,低端的3个等级未被使用;总体而言,考生在各维度上得到的评定越高就越有能力,但在综合分析和口头表达两个维度上,出现了等级评定和考生能力倒挂现象;而且,在各个面试维度上均发现了评定等级的非等距性.