Scaling Behavioral Attributes of Children Using Multiple Teacher Judgments of Pupil Characteristics

Abstract

EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1973, 33, 859-874. , THE objective of this investigation was (a) to develop an interval scale of measurement for attributes assessing several nonintellectual behaviors of children and (b) to anchor each scale by having teachers assign scale values to behavior descriptors of children possessing the attributes to varying degrees. Attempts to capitalize on the teacher's long term observation of her class members in the development of rating scales have a long history in psychological and educational research. This investigation should produce scales which maximize the usefulness of teacher observations.

Conceptual model for nonintellectual behavior and its relationship to early reading achievement.

“…The work of Lambert and her colleagues (Lambert, 1972;Lambert & Hartsough, 1973;Lambert, Hartsough, & Zimmerman, 1976) provides a substantial body of evidence from which to propose a threedimensional model of nonintellectual behaviors of school-age children -that is, three relatively independent aspects of the affective life of children which can be distinguished. In this model, the dimensions defined are (a) behaviors reflecting adaptation to school, (b) individual differences in emotional states, and (c) individual differences in interpersonal behavior.…”

“…A revision of the behavioral rating used in the studies by Lambert et al (1976) provided interval (rather than Likerttype) scales for 11 attributes designed to assess this three-dimensional model of affective characteristics. The development and validation of this scale is reported in Lambert and Hartsough's (1973) article; Hartsough (Note 2) has presented a detailed analysis of the underlying dimensionality of the scale. She reported that the three dimensions of adaptation and interpersonal (aggressive, acting out) and in-trapersonal (withdrawn, shy) adjustment characterized the affective behavior of elementary school children.…”

Our family, whose perspective? An investigation of children's family life and health

“…The schedule is best seen as a measure of teacher perception of pupil adjustment'' (Varlaam et al, 1983, p. 10). Although Lambert and Hartsough (1973) suggest that behavioural ratings by teachers generally compare well with other independent judgements of psychologists and psychiatrists, numerous studies show low levels of agreement between the ratings of parents and teachers. This reflects not only an ''eye of the beholder'' effect (Ghodsian, 1977) but also the situational specificity of behaviour ( Jaycox and Repetti, 1993), for example children with difficult home lives may show fewer problems at school (Smith and Prior, 1995;David et al, 1996).…”

“…This may reflect true variations in a child's behaviour at school compared with home, psychological distress being particularly evident at home among children living in ''step'' households, for whom the arrival of a new parent-figure has created upheaval or a reduction in parental attention (Richards, 1995). However, as teacher ratings differ according to variables such as a child's sex, ethnic group membership and IQ (Lambert and Hartsough, 1973), it is possible that bias could also occur in respect of known family structure; a single parent being more ''visible'' to the school than ''step'' parent households.…”

Behavioural Judgements: a comparison of two teacher rating scales

“…Behavioural Judgements: a comparison of two teacher rating scales PAQUITA McMICHAEL Comparative research on behaviour rating scales designed to select maladjusted children for intervention or for epidemiological purposes has tended to concentrate on variations between respondents (parents, teachers, clinicians) in completing the same scale (Wickman, 1928;Mitchell & Shepherd, 1966;Schanberger, 1968;Ziv, 1970;Lambert & Hartsough, 1973). Their discrepant judgements, it is suggested (Tizard, 1968) lead to serious over-inclusion of children in the maladjusted category if only one measure of behaviour is used.…”