The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales (i.e., differed with regard to number of gradients, length of scale, discrete vs. continuous). Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet. Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed.