MEASUREMENT OF TEAM DECISION-MAKING THROUGH GENERALIZABILITY THEORY

The reliabilities and errors of judgmental-based assessment outcomes d erived through use of the System to Plan Early Childhood Services (SPE CS; Bagnato & Neisworth, 1990) were investigated within the framework of the generalizability theory of measurement (Cronbach, Gleser, Nanda , & Rajaratnam, 1972). The SPECS was designed explicitly to produce co llaborative/team decisions with regard to child development status and need and routinely involves more than one rater. Overall (with the ex ception of the unusual situation in which only one rater was employed) , scores from SPECS generally had adequate levels of reliability under the interpretation scenarios investigated.