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Direct linkDart, Evan H.; Arora, Prerna; Collins, Tai; Stark, Kevin; Cook, Clayton R.; Duong, Mylien T.; McCarty, Carolyn A.; Doll, Beth – Assessment for Effective Intervention, 2020
Frequent formative assessment of students' functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students' academic and behavioral functioning are readily available and widely researched; however, despite the…
Descriptors: Behavior Rating Scales, Progress Monitoring, Depression (Psychology), Emotional Disturbances
Casale, Gino; Volpe, Robert J.; Briesch, Amy M.; Hennemann, Thomas; Grosche, Michael – Assessment for Effective Intervention, 2021
Direct Behavior Rating (DBR) has been proposed as a promising approach to assess student behavioral progress in classroom settings. The current study examines raters and occasions as well as their interactions as sources of error in the use of DBR--Multi-Item Scales (DBR-MIS) and DBR--Single-Item Scales (DBR-SIS) for academically engaged (AE) and…
Descriptors: Behavior Rating Scales, Student Behavior, Elementary School Students, Elementary School Teachers
Collier-Meek, Melissa A.; Johnson, Austin H.; Farrell, Anne F. – Assessment for Effective Intervention, 2018
Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The "Measure of Active Supervision and Interaction" (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active…
Descriptors: Behavior Modification, Test Reliability, Test Validity, Interrater Reliability
Whitley, Samuel F.; Cuenca-Carlino, Yojanna – Assessment for Effective Intervention, 2020
Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers…
Descriptors: Screening Tests, At Risk Persons, Test Validity, Test Reliability
Pennefather, Jordan T.; Smolkowski, Keith – Assessment for Effective Intervention, 2015
We describe the psychometric evaluation of the "Elementary Social Behavior Assessment" (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow…
Descriptors: Behavior Rating Scales, Elementary School Students, Student Behavior, Prosocial Behavior
Erford, Bradley T.; Schein, Hallie; Duncan, Kelly – Assessment for Effective Intervention, 2011
The purpose of this study was to provide preliminary analysis of reliability and validity of scores on the "Self-Efficacy Self-Report Scale", which was designed to assess general self-efficacy in students aged 10 to 17 years. Confirmatory factor analysis on cross-validated samples was conducted revealing a marginal fit of the data to the…
Descriptors: Self Efficacy, Measures (Individuals), Factor Analysis, Self Disclosure (Individuals)
Peer reviewedCanivez, Gary L.; Watkins, Marley W. – Assessment for Effective Intervention, 2002
Teaching professionals (n=29) who shared the same classroom for a minimum of one hour per day provided independent ratings of the same child (ages 7-17) on the Adjustment Scales for Children and Adolescents (ASCA). Results indicated that statistically significant interrater agreement was achieved across all 22 syndromic profile classification…
Descriptors: Behavior Rating Scales, Disabilities, Elementary Secondary Education, Emotional Adjustment
