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Direct Behavior Rating: An Evaluation of Time-Series Interpretations as Consequential Validity
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Christ, Theodore J.; Nelson, Peter M.; Van Norman, Ethan R.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris – School Psychology Quarterly, 2014
Direct Behavior Rating (DBR) is a repeatable and efficient method of behavior assessment that is used to document teacher perceptions of student behavior in the classroom. Time-series data can be graphically plotted and visually analyzed to evaluate patterns of behavior or intervention effects. This study evaluated the decision accuracy of novice…
Descriptors: Student Behavior, Behavior Rating Scales, Accuracy, Novices
The Impact of Target, Wording, and Duration on Rating Accuracy for Direct Behavior Rating
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Chafouleas, Sandra M.; Jaffery, Rose; Riley-Tillman, T. Chris; Christ, Theodore J.; Sen, Rohini – Assessment for Effective Intervention, 2013
The purpose of this study was to extend evaluation of rater accuracy using "Direct Behavior Rating--Single-Item Scales" (DBR-SIS). Extension of prior research was accomplished through use of criterion ratings derived from both systematic direct observation and expert DBR-SIS scores, and also through control of the durations over which…
Descriptors: Behavior Rating Scales, Accuracy, Undergraduate Students, 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
Rating Scale Items: A Brief Review of Nomenclature, Components, and Formatting to Inform the Development of Direct Behavior Rating (DBR)
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Christ, Theodore J.; Boice, Christina – Assessment for Effective Intervention, 2009
Ratings scales are a common component of many multisource, multimethod frameworks for socioemotional and behavior assessment of children. There is a modest literature base to support the use of attitudinal, behavioral, and personality rating scales. Much of that historic literature focuses on the characteristics and interpretations of specific…
Descriptors: Test Items, Personality Assessment, Behavior Rating Scales, Likert Scales
Direct Behavior Rating: An Evaluation of Alternate Definitions to Assess Classroom Behaviors
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Christ, Theodore J.; Riley-Tillman, T. Chris; Chafouleas, Sandra; Jaffery, Rosemary – School Psychology Review, 2011
The method of Direct Behavior Rating (DBR) incorporates aspects of both systematic direct observation and behavior rating scales to provide an efficient means to collect time series data. This study extended the development and evaluation of DBR Single-Item Scales (DBR-SIS) as a behavior assessment tool. Eighty-eight undergraduate students used…
Descriptors: Video Technology, Behavior Problems, Student Behavior, Observation
Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior
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Christ, Theodore J.; Riley-Tillman, T. Chris; Chafouleas, Sandra M. – Assessment for Effective Intervention, 2009
Direct Behavior Rating (DBR) is a method of social--emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future…
Descriptors: Student Behavior, Behavior Rating Scales, Evaluation Methods, Observation
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