Reminder: Reliability of Global Judgments

Roff, James D.

doi:10.2466/pms.1981.52.1.315

Cited by 24 publications

(17 citation statements)

References 7 publications

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“…Analysis of variance was used to estimate the reliability of the multiple rater technique. The mean of the raters' judgments for each child was highly reliable, R = .98, F (5, 420) = 57.95, p < .01, which conforms to requirements for the use of multiple judges (Aiken, 1985;Seiz, 1982;Roff, 1981;Winer, 1971). A test for order of task presentation to raters showed no reliable effect, t (4) < 1.…”

Section: Resultssupporting

confidence: 63%

“…The statistical safety inherent in large numbers is perhaps obvious, but the uniformity of the raters' judgments must be X _____ _____ _____ _____ _____ assessed to confirm the validity of this approach in determining instructional efficacy (cf. Aiken, 1985;Roff, 1981;Seiz, 1982). It may be argued that untrained raters are less subject to bias when judging the performance of simple skills; in any event our purpose was to identify obvious differences between training strategies that all observers could agree upon.…”

Section: Instructions To Ratersmentioning

confidence: 99%

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Teaching basic skills to children with Down Syndrome and developmental delays: The relative efficacy of interactive modeling with social rewards for benchmark achievements and passive observation

Biederman

Fairhall²,

Raven³

et al. 1998

Downs Syndr. Res. Pract.

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In interventions attempting to remediate deficiencies in the skills repertoire of developmentally delayed children, no less than in medical interventions, it may be fairly said that less is more. That is, the instructor should intervene as little as possible both from the prespective of efficient instructional practice and from time allotment concerns which modern classrooms face. Evidence from this laboratory has indicated that in skills training for children with severe developmental delays the passive observation of a model demonstrating the target skill is more effective than interactive modeling involving hand-over-hand instruction with verbal prompting. We have considered the role of verbal prompting in interactive modeling and have found that prompts intended to provide typical social reinforcers are counterproductive (e.g., Biederman, Davey, Ryder, & Franchi, 1994). The present study examines the efficacy of handover-hand modeling with response-contingent verbal prompts. In such instruction, tasks are divided into identifiable sequential components, and the achievement of each component is marked by the delivery of some form of verbal prompt. In a within-subjects design, children were trained in one skill with response-contingent verbal prompts and in a second skill with simple passive observation. A separate group of children were trained with less rigorous verbal prompting in one skill and with passive observation in a second. Consistent with previous research, we found that passive modeling was overall significantly more effective than hand-over-hand modeling and moreover that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent prompting. Our evidence therefore indicates that current classroom practice in training basic skills to children with severe developmental delays may require reassessment in that simple observation of modeled skills appears to be more effective than more labor-intensive instruction.

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Section: Resultssupporting

confidence: 63%

Section: Instructions To Ratersmentioning

confidence: 99%

Teaching basic skills to children with Down Syndrome and developmental delays: The relative efficacy of interactive modeling with social rewards for benchmark achievements and passive observation

Biederman

Fairhall²,

Raven³

et al. 1998

Downs Syndr. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…We created for this study four empirically derived symptom scales from the symptom section of the coding book. We chose all those condensed symptom ratings that had both .70 Spearman-Brown interrater reliability (cf., Roff, 1981) and >lo% prevalence in the sample. We computed a principal components analysis with rotation to varimax on the 19 symptoms that reached these criteria.…”

Section: Methodsmentioning

confidence: 78%

“…Reliability coefficients were calculated on the preconsensus, independent rat- ings of all the coding variables and scales. They were then transformed by the Spearman-Brown prophesy formula to provide the estimated reliabilities for the consensed ratings (cf., Roff, 1981). For all the variables discussed in this paper, the reliabilities of the consensed ratings ranged from 0.42 to 0.99, with a mean of 0.89.…”

Section: Methodsmentioning

confidence: 85%

A descriptive study of rapists and child molesters: Developmental, clinical, and criminal characteristics

Bard

Carter

Cerce

et al. 1987

Behavioral Sci & The Law

117

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“…The interrater reliability was .79 ( n = 177) for Total PCL-R scores; .72 ( n = 148) for Facet 1; .59 ( n = 169) for Facet 2; .57 ( n = 177) for Facet 3; and .78 ( n = 179) for Facet 4. To increase reliability, all dual-rated PCL-R scores were averaged across raters (Epstein, 1980; Roff, 1981). …”

Section: Studymentioning

confidence: 99%

Relating sexual sadism and psychopathy to one another, non‐sexual violence, and sexual crime behaviors

Robertson

Knight

2013

Aggressive Behavior

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Sexual sadism and psychopathy have been theoretically, clinically, and empirically linked to violence. Although both constructs are linked to predatory violence, few studies have sought to explore the covariation of the two constructs, and even fewer have sought to conceptualize the similarities of violence prediction in each. The current study considered all four Psychopathy Checklist-Revised (PCL-R) facets and employed well-defined, validated measures of sadism to elucidate the relation between sadism and psychopathy, as well as to determine the role of each in the prediction of non-sexual violence and sexual crime behaviors. Study 1 assessed 314 adult, male sex offenders using archival ratings, as well as the self-report Multidimensional Inventory of Development, Sex, and Aggression (the MIDSA). Study 2 used archival ratings to assess 599 adult, male sex offenders. Exploratory and confirmatory factor analyses of crime scene descriptions yielded four sexual crime behavior factors: Violence, Physical Control, Sexual Behavior, and Paraphilic. Sadism and psychopathy covaried, but were not coextensive; sadism correlated with Total PCL-R, Facet 1, and Facet 4 scores. The constructs predicted all non-sexual violence measures, but predicted different sexual crime behavior factors. The PCL-R facets collectively predicted the Violence and Paraphilic factors, whereas sadism only predicted the Violence factor.

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Reminder: Reliability of Global Judgments

Cited by 24 publications

References 7 publications

Teaching basic skills to children with Down Syndrome and developmental delays: The relative efficacy of interactive modeling with social rewards for benchmark achievements and passive observation

Teaching basic skills to children with Down Syndrome and developmental delays: The relative efficacy of interactive modeling with social rewards for benchmark achievements and passive observation

A descriptive study of rapists and child molesters: Developmental, clinical, and criminal characteristics

Relating sexual sadism and psychopathy to one another, non‐sexual violence, and sexual crime behaviors

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