Adaptation of Likert Scaling for Use with Children

Abstract

Quantitative measurement of qualitative variables has traditionally been accomplished by using the research methodology of scaling. The most widely used and reliable scaling procedure, the Likert scale or summated rating scale, was investigated in order to adapt the research methodology for use with children Adaptation of the Likert methodology would enable occupational therapists to begin to measure qualitative variables in children in a quantitative way. Five questions germane to the adaptation of Likert scaling in children were investigated by means of pilot studies using children aged 6 to 10: (1) Will graphic representation help children better understand scale items? (2) What is the optimal response format for scale items used with children? (3) How can one ascertain appropriate language levels of items for children? (4) What directions are necessary in order to administer such a scale to children? and (5) What is the validity of employing modified Likert methodology with children? The results of the pilot studies suggest that items composed of simple sentences can be used with children, providing that such items are reviewed by a speech and language pathologist and pretested with children for comprehension. It was found that graphic representation of items was not necessary and in fact, was confounding. In addition, it was found that a three response format (“No,” “A little,” “A lot”) with the responses inscribed on the blocks worked best. Moreover, the pilot studies revealed that children need to be taught how to participate in responding to a scale procedure and that anxiety was reduced when they were told it was a game and not a test Scale items worked best when posed in an interogative format rather than the traditional Likert statement format. Finally, preliminary results indicate the modified Likert methodology is valid to use with children. Suggested directions to use when administering a modified Likert scale to children are presented.