Gino Casale
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Gino Casale has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Andreas Gegenfurtner
Methoden der empirischen Unterrichtsforschung, Universität Augsburg, 86159 Augsburg, Germany
1 shared publication - Jana Jungjohann
Faculty of Human Science University of Regensburg Regensburg Germany
1 shared publication - Jeffrey M. DeVries
School of Education, University of California Irvine
1 shared publication - Jörg-Tobias Kuhn
TU Dortmund University
1 shared publication - Markus Gebhardt
Special Educational Needs in Learning, Ludwig-Maximilians-University of Munich
1 shared publication
Latest Publications
- Open Access
- 4 February 2019
- Published by MDPI AG in Social Sciences
- Vol. 8 (2) , 46
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR, the Questionnaire for Monitoring Behavior in Schools (QMBS) with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary education students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary students, and 14 students in a clinical setting were rated daily over one week (five measurement points). Item response theory (IRT) analyses confirmed the technical adequacy of the instrument and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs is discussed.
- 4 February 2019
- Published by MDPI AG in Social Sciences
- Vol. 8 (2) , 46
Open AccessMeasurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR, the Questionnaire for Monitoring Behavior in Schools (QMBS) with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary education students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary students, and 14 students in a clinical setting were rated daily over one week (five measurement points). Item response theory (IRT) analyses confirmed the technical adequacy of the instrument and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs is discussed.