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Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools
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Malena A. Nygaard; Heather E. Ormiston; Hallie Enderle – Assessment for Effective Intervention, 2024
Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…
Descriptors: Elementary School Students, Trauma, Early Experience, Intervention
A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention
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Bruhn, Allison; Barron, Sheila; Copeland, Bailey; Estrapala, Sara; Rila, Ashley; Wehby, Joseph – Assessment for Effective Intervention, 2021
Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring…
Descriptors: Comparative Analysis, Self Evaluation (Individuals), Intervention, Student Behavior
Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Occasions in Two School Subjects
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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
Current Advances and Future Directions in Behavior Assessment
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Riley-Tillman, T. Chris; Johnson, Austin H. – Assessment for Effective Intervention, 2017
Multi-tiered problem-solving models that focus on promoting positive outcomes for student behavior continue to be emphasized within educational research. Although substantial work has been conducted to support systems-level implementation and intervention for behavior, concomitant advances in behavior assessment have been limited. This is despite…
Descriptors: Evidence Based Practice, Evaluation Methods, Student Behavior, Educational Research
Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention
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Fabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R. – Assessment for Effective Intervention, 2017
Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…
Descriptors: Progress Monitoring, Behavior Rating Scales, Report Cards, Student Behavior
Embedding the Positive Behavioral Interventions and Supports Framework into the Complex Array of Practices within Alternative Education Settings: A Decision-Making Process
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Jolivette, Kristine; McDaniel, Sara C.; Sprague, Jeffrey; Swain-Bradway, Jessica; Ennis, Robin Parks – Assessment for Effective Intervention, 2012
Alternative education (AE) programs and schools usually serve distinct populations of students with educational disabilities and mental health or other needs. AE program staff often employ a range of curricula, interventions, and strategies that form an eclectic approach to addressing student needs. This may result in practices that are…
Descriptors: Behavior Modification, Student Behavior, Intervention, Nontraditional Education