In this study, generalizability theory was used to examine the extent to which (a) time-sampling methodology, (b) number of simultaneous behavior targets, and (c) individual raters influenced variance in ratings of academic engagement for an elementary-aged student. Ten graduate-student raters, with an average of 7.20 hr of previous training in…

This study examines the dependability of two scaling approaches for using a five-item Direct Behavior Rating multi-item scale to assess student disruptive behavior. A series of generalizability theory studies were used to compare a traditional frequency-based scaling approach with an approach wherein the informant compares a target student's…

Although generalizability theory has been used increasingly in recent years to investigate the dependability of behavioral estimates, many of these studies have relied on use of general education populations as opposed to those students who are most likely to be referred for assessment due to problematic classroom behavior (e.g., inattention,…

Direct Behavior Rating-Multi-Item Scales (DBR-MIS) have been developed as formative measures of behavioral assessment for use in school-based problem-solving models. Initial research has examined the dependability of composite scores generated by summing all items comprising the scales. However, it has been argued that DBR-MIS may offer assessment…

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…

Although the efficiency with which a wide range of behavioral data can be obtained makes behavior rating scales particularly attractive tools for the purposes of screening and evaluation, feasibility concerns arise in the context of formative assessment. Specifically, informant load, or the amount of time informants are asked to contribute to the…

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…

Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the overwhelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the…

Although direct observation is one of the most frequently used assessment methods by school psychologists, studies have shown that the number of observations needed to obtain a dependable estimate of student behavior may be impractical. Because direct observation may be used to inform important decisions about students, it is crucial that data be…

Although substantial attention has been directed toward building the psychometric evidence base for academic assessment methods (e.g., state mastery tests, curriculum-based measurement), similar examination of behavior assessment methods has been comparatively limited, particularly with regard to assessment purposes most desirable within…

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…