The behavior ratings of parents and teachers using the Burks Behavior Rating Scales (BBRS) were examined by means of a paradigm derived from generalizability theory. Internal consistency indices and interrater reliabilities were manipulated to determine and apportion variance into error components. The analysis suggested that large amounts of error variance were present for most of the 19 scales on the BBRS. The large amount of error or situational variance indicated that comparing scores obtained from different raters in different settings is not advisable when one is making judgments with respect to stable child characteristics. Further implications for the development and use of behavior rating scales were discussed.
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