The Generalizability of Systematic Direct Observations Across Time and Setting: A Preliminary Investigation of the Psychometrics of Behavioral Observation

By John M. Hintze, W. Matthews. 2004

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d37da773eb6d175cf3aef35d8eb735931c315c2b

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In Developmental and Educational Psychology

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Citations in the corpus

Examination of the relationship between specific classes of social skill behaviors and academic competence on the social skills improvement system rating-scales (2012, background): “Hintze and Matthews (2004) found that even after two weeks of data collection, adequate levels of reliability could not be achieved, and for most students there was not a stable state of responding.”
Psychometrics of Direct Observation (2005, methodology): “Hintze and Matthews (2004) provide an example of the use of G theory with 14 fifth grade students whose on-task behavior was observed twice a day for 2 weeks.”
Observing Students in Classroom Settings: A Review of Seven Coding Schemes (2005, background): “…the common professional belief that re- sults of observation are the “gold standard” in the assessment of behavior, studies (e.g., Doll & Elliott, 1994; Hintze & Matthews, 2004) have raised important questions regarding the validity of a small number of observations to measure classroom behavior.”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “The lessons as related to the study of teacher learning are that achieving interrater reliability is essential for sound observation (Hintze & Matthews, 2004; S. Lee, 2005; Walsh, 1967), and the wording, format, and choice of response categories strongly influence self-reports of behavior and…”
Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior (2009, background): “Similar work with systematic direct observation indicates that 7 to 20 (or more) observations might be necessary (Hintze & Matthews, 2004).”
Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers (2007, methodology): “Direct observation procedures typically record the frequency, rate, duration, and/or latency of behavior using time sampling procedures that are specified before the observation period (Hintze & Matthews, 2004; Salvia & Ysseldyke, 2004; Shapiro & Kratochwill, 1988).”
Effective Intervention for Behavior With a Daily Behavior Report Card: A Meta-Analysis (2010, background): “However, some have emphasized acceptability problems with quantitative counts because they may be cumbersome for classroom teachers (Hintze & Matthews, 2004), requiring large time expenditures (Vannest & Parker, 2010).”
Generalizability and Dependability of Behavior Assessment Methods to Estimate Academic Engagement: A Comparison of Systematic Direct Observation and Direct Behavior Rating (2010, methodology): “Results from the current study provided stronger support for the dependability of SDO data than had been previously reported (e.g., Hintze & Matthews, 2004; Marcus, 1980).”