Agreement among classroom observers of children's stylistic learning behaviors

Helen Hamlet Buchanan, Paul A. McDermott, Barbara A. Schaefer

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Standardized and reliable rating scales have an important role in educational assessment and behavioral classroom intervention. The Learning Behaviors Scale (LBS) is a standardized behavior rating scale designed to report how individual students respond to classroom learning situations. This study investigated the interobserver agreement of the LBS with the use of linear and intraclass correlation methods. The methods jointly assessed the three salient aspects of observer judgments - severity level, rank order, and directionality. Participants were 72 students enrolled in special education programs as observed by 16 educators in eight self-contained classrooms. Both linear and intraclass coefficients were substantial (averages = .83 and .84, respectively). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children.

Original languageEnglish (US)
Pages (from-to)355-361
Number of pages7
JournalPsychology in the Schools
Issue number4
StatePublished - Oct 1998

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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