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The Stability of Student Ratings of the Class Environment
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Nelson, Peter M.; Hall, Gordon; Christ, Theodore J. – Journal of Applied School Psychology, 2016
The present study used data for 30 classes across 10 middle and high school teachers to evaluate the stability of class-level ratings on the Responsive Environmental Assessment for Classroom Teaching across time. Teachers collected data on 2 occasions and students' ratings (N = 806) were aggregated to the class-level. Classes were arranged into 2…
Descriptors: Classroom Environment, Rating Scales, Middle School Teachers, Secondary School Teachers
The Influence of Alternative Scale Formats on the Generalizability of Data Obtained from Direct Behavior Rating Single-Item Scales (DBR-SIS)
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Briesch, Amy M.; Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Christ, Theodore J. – Assessment for Effective Intervention, 2013
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…
Descriptors: Validity, Intervention, Measures (Individuals), Student Behavior
An Investigation of the Generalizability and Dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to Measure Academic Engagement and Disruptive Behavior of Middle School Students
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Chafouleas, Sandra M.; Briesch, Amy M.; Riley-Tillman, T. Chris; Christ, Theodore J.; Black, Anne C.; Kilgus, Stephen P. – Journal of School Psychology, 2010
A total of 4 raters, including 2 teachers and 2 research assistants, used Direct Behavior Rating Single Item Scales (DBR-SIS) to measure the academic engagement and disruptive behavior of 7 middle school students across multiple occasions. Generalizability study results for the full model revealed modest to large magnitudes of variance associated…
Descriptors: Middle School Students, Generalizability Theory, Research Assistants, Teachers
The Impact of Observation Duration on the Accuracy of Data Obtained from Direct Behavior Rating (DBR)
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Riley-Tillman, T. Chris; Christ, Theodore J.; Chafouleas, Sandra M.; Boice-Mallach, Christina H.; Briesch, Amy – Journal of Positive Behavior Interventions, 2011
In this study, evaluation of direct behavior rating (DBR) occurred with regard to two primary areas: (a) accuracy of ratings with varied instrumentation (anchoring: proportional or absolute) and procedures (observation length: 5 min, 10 min, or 20 min) and (b) one-week test-retest reliability. Participants viewed video clips of a typical third…
Descriptors: Behavior Problems, Observation, Grade 3, Reliability
Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers
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Chafouleas, Sandra M.; Christ, Theodore J.; Riley-Tillman, T. Chris; Briesch, Amy M.; Chanese, Julie A. M. – School Psychology Review, 2007
One potentially feasible tool for use in the formative assessment of social behavior is the direct behavior rating, yet empirical support for the reliability of its use is limited. In this study, generalizability theory was used to provide preliminary psychometric data regarding the generalizability and dependability of the direct behavior rating…
Descriptors: Generalizability Theory, Social Behavior, Formative Evaluation, Psychometrics