learing basesd skills, a new presentation

8/20/2019 Learing basesd skills, a new presentation.

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The Learning Behaviors Scale

P. A. McDermott, L. F. Green,

J. M. Francis, & D. H. Stott


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Description of the LBS I

• 29 items, each presenting a specificlearning-related behavior

• Observer is required to indicate whetherbehavior Most often applies, Sometimesapplies, or Does not apply.

• Some items indicate positive learningbehaviors and others indicate negativebehaviors to reduce response sets.


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LBS Description II

• The 29 items provide 4 subscale scores:

– Competence Motivation (8 items)

– Attitude Toward Learning (9 items)

– Attention/Persistence (7 items)

– Strategy/Flexibility (7 items)

• Subscales allow for targeted intervention

• You can also obtain a global LBS score


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CONTEXT FOR

DEVELOPMENT I• Knowing that a student is “bright” or “not as

bright” does not fully explain performance

• Knowing a student’s intellectual capacity

provides limited information for intervention

• What do you do when faced with a “bright”

student who is not doing well?


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Context for Development II

• There are behaviors associated with learning.

What behaviors do you think are associated with

learning?• Some of them are as follows:

– Listening attentively

– Participating in classroom activities

– Accepting correction

– Sticking to tasks until completed

– Working to please teacher


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Context for Development III

• There is evidence that these learning behaviors areteachable.

• Idiographic data is useful in this arena, but time-consuming to gather

• We did not have good nomothetic data on learningbehaviors.

• However, we know that school teachers arerelatively accurate, reliable, unobtrusive, cost-beneficial observers of classroom behavior, whenthey have had ample opportunity to observe.


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Context For Development IV

• In light of the previous information, the

authors of the LBS set out to develop a scale

to measure learning behaviors reliably andvalidly in 5 - 17 year olds, using teacher

observation.

• The research work on the LBS started in themid 1980s and the scale was published in

1999.


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Preliminary Research

• Examined

– Reliability of subscale scores and total score in

small samples.

– Validity of subscale and total scores in small

samples.

– Created scale that worked well.


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US Standardization

• Sample

– 1,500 students, 750 males and 750 females 5 to

17 years old

– Used 1992 U.S. Census to obtain demographics

– Blocking for sex, age, grade in school

– Stratified random sampling by race, class,family structure, community size, and

geographic region


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Final Norm Sample

• Race: 67.7% White, 15.9% Hispanic, 12.1%African American, 4.3% other groups.

• Family: 76.6% with two parents or guardians,21.3% single mom, 2.1% single dad.

• Representation by SES based on parent education,and exceptionality

• Final selection was randomly selected from thosewho gave consent, restricted only by stratificationquotas and ≤ 2 students per teacher.


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Test Retest Reliability (n = 77)

• Competence Motivation .92

• Attitude Toward Learning .91

• Attention/Persistence .92

• Strategy/Flexibility .93


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Inter Rater Reliability (n = 72)

• Competence Motivation .83

• Attitude Toward Learning .83

• Attention/Persistence .83

• Strategy/Flexibility .83


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Internal Consistency I

LBS Factors Male Female

Competence Motivation .85 .85

Attitude To Learning .87 .80

Attention/ Persistence .85 .80

Strategy/ Flexibility .76 .70


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Internal Consistency II

LBS Factors 5-11 (n =817) 12-17 (n = 683)

Competence Motivation .85 .85

Attitude To Learning .83 .86

Attention/ Persistence .85 .84

Strategy/ Flexibility .74 .76


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Validity Coefficients

CM AL AP SF

Ability .39 .22 .27 .10

Read .35 .21 .25 .12

Math .36 .22 .23 .08

T Read .52 .47 .51 .26

ADHD -.50 -.53 -.70 -.63

Avoid. -.34 -.49 -.31 -.09


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T & T Sample

• The LBS was completed on all 700 students

in the sample, with no rater missing more

than 2 items.• The distribution was skewed toward the

higher end--that is, most students were rated

as having learning behaviors in the normalrange.


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Factor Analyses

• As is recommended, we used factor analysisto look at the structural validity of the LBS

in the T & T sample.• We used multiple criteria to determine how

many factors would work best.

• The goal was to find a factor structure thatwas generalizable across the whole sample,as well as the gender subgroups.


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Factor Analyses 2

• In the US, the LBS is made up of four factors.

• We ran five factor, four-factor, three-factor, and

two-factor models.• The only structure that generalized from the whole

sample across gender groups was the two-factor

one (see p. 8 in manual and note pattern

coefficients).


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Factor Analyses 3

• Factor I consists of 18 items and is labeled AttitudeToward Learning (AL). The items on this factormade up the Competence Motivation, Attention-Persistence, and Attitude Toward Learningsubscales in the U.S. structure.

• Factor II, labeled Strategy Flexibility, consisted ofthe 7 SF items in the U.S. norming, but of 9 itemsin Trinidad.

• The AL and SF factors have two items in common(10 & 14).


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Table 2.1

Pattern Coefficients for the LBS Factors

Abbreviated LBS Items

I

Attitude Toward Learning

II

Strategy Flexibility

No. Total Females Males Total Females Males

1 Responds in a manner that shows attention 1 3 6 - .0 57 - .0 38 - .0 64

2 Says task is too hard 476 401 8 .239 .270 .188

3 Is reluctatto tackle ae! task 88 64 614 .137 .205 .065

4 Sticks to a task 36 36 348 .068 .062 .090

5 "do#ts a do$t care attitude to success 86 36 623 .285 .287 .284

6 See%s to take refu&e i ico%#etece 629 81 670 .212 .207 .210

7 'ollo!s #eculiar or ifle(i)le#rocedures .109 .088 .154 442 443 409

8 Sho!s little desire to #lease you 491 3 0 92 .225 .322 .140

9 Is u!illi& to acce#thel# .241 .104 .355 .232 .342 .129

10 *es#ods !ithout taki& sufficietti%e 333 341 329 329 313 3 0

11 +oo#erates i class acti,ities 6 4 77 718 -.034 .018 -.097

12 -ursts ito tears .147 .030 .241 .124 .237 .027

13 .as eter#risi& ideas !hich do$t !ork -.149 -.146 -.152 470 41 20

14 Is distracted too easily 428 3 4 491 363 437 291

15 'id&ets/suir%s/lea,es seat .232 .055 .353 486 74 422

16 ets a&&ressi,e or hostile .077 .037 .111 47 91 1

17 Is ,eryhesitat a)out&i,i& a as!er 611 678 97 - .0 55 - .0 92 - .0 35

18 Sho!s little deter%iatio to co%#lete tasks 642 17 739 .242 .330 .164

19 ses headachesor other #ais as a e(cuse .161 .095 .218 418 30 318

20 Is !illi& to )e hel#ed 334 .202 430 .012 .014 .014

21 Is too lacki& i eer&y to )e iterested 393 400 393 .145 .137 .146

22 *elies o #ersoal char% .056 .076 .040 421 478 373

23 I,ets silly !ays of&oi& a)outtasks .03 5 -.0 06 .088 6 1 92 681

24 oes$t !ork !ell ifi a )ad %ood .112 .026 .173 444 03 40

25 Sho!s a li,ely iteresti leari& 693 6 7 718 -.048 -.134 .043

26 ries hard)ut cocetratio soo fades 32 3 7 304 .244 .287 .211

27 +arries outtasks accordi& to o! ideas .020 .043 .026 20 4 62 3

28 "cce#ts e! tasks !ithoutfear 679 82 7 9 - .0 89 - .1 12 - .0 57

29 elays as!eri& 470 20 449 .123 .142 .101


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Attitude Toward Learning Items

Is reluctant to tackle a new task

Sticks to a task with no more than minor distractions

Adopts a don’t care attitude to success or failure

Seems to take refuge in dullness or incompetence

Shows little desire to please youResponds without taking sufficient time to look at problem or work out a solution

Cooperates in class activities sensibly

Is distracted too easily by what is going on in the classroom, or seeks distractions

Is very hesitant about giving an answer

Shows little determination to complete a task, gives up easily

Is willing to be helped when a task proves too difficult

Is too lacking in energy to be interested in anything or to make much effortShows a lively interest in learning activities

Tries hard but concentration soon fades and performance deteriorates

Accepts new tasks without fear or resistance

Delays answering in the hope of picking up a hint

Responds in a manner that shows attention

Says task is too hard without making much effort to attempt it


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Strategy Flexibility

Follows peculiar or inflexible procedures in tackling tasks

Responds without taking sufficient time to look a problem or work out a solution

Has enterprising ideas which often don’t work out

Is distracted too easily by what is going on in the classroom, or seeks distractions

Fidgets, squirms, leaves seat unnecessarily

Gets aggressive or hostile when frustrated or when work is corrected

Uses headaches or other pains as an excuse for evading learning tasks

Relies on personal charm to get others to find solutions to problems

Invents silly ways of going about tasksDoesn’t work well if in a bad mood

Carries out tasks according to own ideas rather than in the accepted way


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Let’s look at reliability estimates

for the T & T scoresTable 2.2

Reliability of LBS Subscale Scores

Sample

AttitudeToward

Learning

Strategy

Flexibility

Total

Score

Total .90 .81 .91

-oys .91 .81 .92

irls .89 .81 .90

"frica .91 .83 .92

East Idia .90 .77 .90

i(ed .89 .81 .90Ifat 1 .89 .75 .90

Ifat 2 .91 .82 .92

Stadard 1 .90 .83 .91

Stadard 2 .91 .79 .91

Stadard 3 .92 .78 .91

Stadard 4 .87 .77 .88

Stadard 5 .90 .86 .92


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Reliability and Validity Evidence

• Reliability estimates for scores on the total scale

were consistently high across all subgroups.

• Reliability estimates for subscale scores were veryhigh for Factor 1 and moderate for Factor II.

• No reliability estimates fell below .75.

•There were no statistically significant differencesbetween genders, among ethnic groups, or among

grade levels.


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Administration

• Speak to teacher who has seen students forat least 6 school weeks or 30 days.

• Ask teacher to rate the student as accuratelyas possible.

• Let the teacher know that this information

will help in your assessment of the student.• Teacher should rate all responses.

• Will require 5 to 10 minutes to complete.


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Scoring

• Use scoring template to complete raw score for

each dimension.

• Raw scores for Factor 1 (AL) range from 0 to 36.• Raw scores for Factor II (SF) range from 0 to 18.

• Raw scores on Total Scale range from 0 to 54.

• Put raw scores in boxes on Score Summary sheet.• Convert raw scores to %tiles using table on p. 10.

• Always double check your scoring.


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Interpretation I

• Scores on the LBS should be only one partof a broader psychoeducational evaluation.

• Higher scores represent the presence ofmore learning behaviors.

• Students who obtain scores at or above the

40th percentile are displaying learningbehaviors at or above the average range.


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Interpretation II

• Students whose learning behaviors are between

the 20th and 40th percentiles are students who may

benefit from interventions aimed at increasingtheir learning behaviors in general.

• Students whose scores fall below the 20th

percentile are manifesting deficits in learning

behaviors and may benefit from immediateinterventions.


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Let’s Practice

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