Comparing Activity Measurements and Ratings

Abstract

The purpose of this article is to examine the relationship between rated and measured activity in children. Activity level is a theoretical component of temperament, and empirical studies of child behavior disorder consistently reveal hyperactivity as a behavior disorder. This article demonstrates that the Conners Teacher Rating Scale, Motor Excess subscale of the Revised Behavior Problem Checklist, and the Nervous-Overactive subscale of the Child Behavior Checklist-Teacher Rating Form are significantly and substantially intercorrelated, thereby supporting their construct validity. Additional large significant correlations between all three ratings and measured activity (steps per hour) further support the concurrent validity of activity ratings by teachers. However, important discrepancies exist between rated and measured activity for a substantial proportion of the boys. This finding strongly suggests that a second opinion be obtained through a 2-week behavioral sample using an activity measuring instrument, especially when concemn exists over excessive activity prior to reaching diagnostic and/or treatment conclusions.