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对于学术支持者来说,个性化的直接行为评分多项量表 (DBR-MIS) 的可靠性

Tat Shing Yeung¹, Robert J Volpe², Amy M Briesch²

¹Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA.

Journal of school psychology

|December 7, 2024

概括

直接行为评分多项量表 (DBR-MIS) 显示了对监测学术技能的高度可靠性. 较短,个性化的秤提供了可比的可靠性,支持在学校使用它们.

科学领域:

教育心理学教育心理学
心理测量心理测量心理测量
行为评估行为评估.

背景情况:

直接行为评分多项量表 (DBR-MIS) 是评估学术支持者的新兴工具.
评估这些新尺度的可靠性对于它们在教育环境中的实际应用至关重要.

研究的目的:

检查三个新开发的DBR-MIS对学术参与,人际交往技巧和学习技能的可靠性.
使用概括性理论评估完整和个性化DBR尺度的可靠性.

主要方法:

22名K-5教师每天使用3个5项DBR-MIS对学生进行评分,持续一周.
根据教师的初始评分,创建了个性化的DBR尺度 (1-4项).
可靠性是使用可通用性理论对完整和个性化尺度进行评估的.

主要成果:

完整的DBR-MIS显示出高可靠性,仅需要1-4次评估来监测进展.
三项和四项个性化的DBR-MIS显示出可靠性与它们的完整五项对应产品相比.
个性化尺度通常产生了比标准D研究衍生的估计更高的可靠性估计.

结论:

DBR-MIS是可靠的工具,用于监测学校学术激活器的进展.
个性化的DBR尺度提供了一个可靠的,可能更高效的替代方案,以完整的尺度.
需要进一步的研究来探索DBR-MIS在学校应用中的全部潜力.

关键词:

学术启用器学术启用器可靠性可靠性直接行为评级直接行为评级可以概括的概括性个性化的个性化.监测进展情况,监测进展情况.

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