Role-Deviant Respondent Sets and Resulting Bias, their Detection and Control in the Survey Interview

Krause, Merton S.

doi:10.1080/00224545.1965.9922266

Cited by 9 publications

(2 citation statements)

References 52 publications

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“…All have clear advantages and disadvantages. Although interviews can provide a lot of helpful qualitative information, they are not typically very brief and may be particularly susceptible to bias (Krause, 1965). Situational measures such as sociometric ratings, which involve having children report on the degree to which they like other students in their class, provide information on how targeted children compare with peers, but may not provide the level of sensitivity needed to determine whether a child is making any progress as a result of an intervention, given that they involve social comparison.…”

Section: Advances In Progress Monitoringmentioning

confidence: 99%

Using Parents and Teachers to Monitor Progress Among Children With ASD

Witmer

Nasamran

Parikh

et al. 2014

Focus Autism Other Dev Disabl

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Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child's progress is necessary to know whether an intervention is effective. In this review, we examined intervention research studies focused on children with ASD in Grades K-12 that involve parents, teachers, and other school staff as data collectors. We describe the strategies that have been used in the 40 identified research studies to monitor progress in the areas of behavior and social communication. The results highlight monitoring strategies that may be helpful for parents and teachers to apply, and the discussion provides related suggestions to guide future research and practice.

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Section: Advances In Progress Monitoringmentioning

confidence: 99%

Using Parents and Teachers to Monitor Progress Among Children With ASD

Witmer

Nasamran

Parikh

et al. 2014

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

show abstract

“…To prove that one dimension biases or does not bias some or all the measurements for another dimension requires evidence of (individual gradation by individual gradation: see Krause, 2010) causation of bias and not merely of correlation, and this requires a research program of its own, one which includes the development of a definitionally valid (and so itself unbiased) measure for the suspected biasing dimension. Such a research program would far exceed the usual efforts in psychological research for dealing with measurement bias, which—for example—uses unvalidated response-set detector items (e.g., Berg, 1967; Campbell, 1996; Edwards, 1990; Krause, 1965; Nicholson & Hogan, 1990; Walsh, 1990) or uses unvalidated projective tests (e.g., Sundberg, 1977, 201–226).…”

Section: The Valid Measurement Of Measurement-biasing Influencesmentioning

confidence: 99%

Measurement Validity is Fundamentally a Matter of Definition, Not Correlation

Krause

2012

Review of General Psychology

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Correlations between sets of measurements produced by several measures can be determinative of the validity of these measures only insofar as theories about how these measurements relate in correlation and regression terms are already known to be true. However, scientific theories can only be known to be true insofar as they have already been demonstrated to be true by valid measurements. Therefore, only the nature of a measure that produces the measurements for representing a dimension can justify claims that these measurements are valid for that dimension, and this is ultimately exclusively a matter of the normative definition of that dimension in the science that involves that dimension. Thus, contrary to the presently prevailing theory of construct validity, a measure's measurements themselves logically cannot at all indicate their own validity or invalidity by how they relate to other measures' measurements unless these latter are already known to be valid and the theories represented by all these several measures' measurements are already known to be true. It is only the conformity of a measure to the normative conceptual analysis and so definition of a dimension that can make the measurements it produces valid measurements on that dimension. This makes it essential for each basic science to achieve normative conceptual analyses and definitions for each of the dimensions in terms of which it describes and causally explains its phenomena.

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Use of social situations for research purposes.

Krause¹

1970

American Psychologist

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Role-Deviant Respondent Sets and Resulting Bias, their Detection and Control in the Survey Interview

Cited by 9 publications

References 52 publications

Using Parents and Teachers to Monitor Progress Among Children With ASD

Using Parents and Teachers to Monitor Progress Among Children With ASD

Measurement Validity is Fundamentally a Matter of Definition, Not Correlation

Use of social situations for research purposes.

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