Table 5 Means, Standard Deviations, and Internal Consistency of QABF Functional Categories Internal Consistency Reliability (alpha) Functional Mean Standard Overall Teacher Paraprofessional Category Deviation (n =134) (n = 45) (n = 89) Attention 6.
The purpose of the current study was to extend previous studies of the reliability and internal consistency of the QABF.
The reliability and validity of the QABF has been well established for identifying behavioral function among adults with intellectual disabilities, but only two of those studies reported evaluating the QABF with younger populations (i.
With regard to interrater reliability, Nicholson and colleagues (2006) also found median Pearson correlation coefficients for item scores for the QABF items was 0.
All other items loaded on the original five-factors proposed by the QABF developers.
The possibility that training or educational background might influence the psychometric characteristics of the QABF was previously raised in Nicholson et al.
That is, they evaluated reliability indices of the QABF among persons diagnosed with intellectual disability or autism.
findings concerning the limitations of the QABF when used with persons with less severe or intense problem behaviors.
Finally, previous studies have used Pearson correlations and Kappa coefficients to evaluate the psychometric properties of the QABF.
If replicated, low reliability on the QABF would most likely limit its convergent validity with other evidence-based functional assessment procedures (i.
That said, the present study did not evaluate the formal effects of teacher and paraprofessional training on QABF outcomes.