This study examined the generalizability and dependability of observational estimates of middle and high school teachers' use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education…

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure…

Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student behavior; however, limited research has investigated the effectiveness and acceptability of DRC intervention with preschool students. Additionally, effectiveness of DRC intervention is enhanced when parents…

The current study represents the first psychometric evaluation of an expanded version of the Integrated System Teacher Rating Form, which is a German language school-based universal screening measure initially developed to identify students with academic productivity problems and oppositional behavior. The measure was expanded to include…

The use of systematic direct observation offers several advantages as a behavioral assessment method including enhanced objectivity of measurement, the ability to account for the environmental context, and the facilitation of local comparisons. The Classroom Observation of Engagement, Disruptive, and Disrespectful Behavior (COEDD) was designed to…

This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behaviors among secondary school students in Hong Kong. The Chinese ITRF was validated through identifying factor structure using exploratory factor analysis…

Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales…

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased…

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress- monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure…

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific…

Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students' social, emotional, and behavioral needs. However, recent data suggest that few schools in the USA are taking such proactive approaches. Given that implementation of school-based programs…

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…

Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students' social, emotional, and behavioral needs. However, recent data suggest that few schools in the United States are taking such proactive approaches. Given that implementation of…

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an…