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Kilgus SP, Riley-Tillman TC, Stichter JP, et al. Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?. Sch Psychol Q. 2015;31(3):431-442doi: 10.1037/spq0000128.
Kilgus, S. P., Riley-Tillman, T. C., Stichter, J. P., Schoemann, A. M., & Bellesheim, K. (2016). Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 31(3), 431-442. https://doi.org/10.1037/spq0000128
Kilgus, Stephen P, et al. "Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?." School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association vol. 31,3 (2016): 431-442. doi: https://doi.org/10.1037/spq0000128
Kilgus SP, Riley-Tillman TC, Stichter JP, Schoemann AM, Bellesheim K. Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?. Sch Psychol Q. 2016 Sep;31(3):431-442. doi: 10.1037/spq0000128. Epub 2015 Nov 02. PMID: 26524424.
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Sch Psychol Q. 2016 Sep;31(3):431-442. doi: 10.1037/spq0000128. Epub 2015 Nov 02.

Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?.

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association

Stephen P Kilgus, T Chris Riley-Tillman, Janine P Stichter, Alexander M Schoemann, Katie Bellesheim

Affiliations

  1. Department of Educational, School, and Counseling Psychology, University of Missouri.
  2. Department of Special Education, University of Missouri.
  3. Department of Psychology, East Carolina University.
  4. Department of Psychological Sciences, University of Missouri.

PMID: 26524424 DOI: 10.1037/spq0000128

Abstract

The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings-Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general education setting on a daily basis across approximately 5 months. During this time, each student was assigned to 1 of 2 intervention conditions, including the Social Competence Intervention-Adolescent (SCI-A) and a business-as-usual (BAU) intervention. Ratings were collected across 3 intervention phases, including pre-, mid-, and postintervention. Results suggested DBR-SC ratings were highly consistent across time within each student, with reliability coefficients predominantly falling in the .80 and .90 ranges. Findings further indicated such levels of reliability could be achieved with only a small number of ratings, with estimates varying between 2 and 10 data points. Group comparison analyses further suggested the reliability of DBR-SC ratings increased over time, such that student behavior became more consistent throughout the intervention period. Furthermore, analyses revealed that for 2 of the 5 DBR-SC behavior targets, the increase in reliability over time was moderated by intervention grouping, with students receiving SCI-A demonstrating greater increases in reliability relative to those in the BAU group. Limitations of the investigation as well as directions for future research are discussed herein. (PsycINFO Database Record

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