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Direct linkBriesch, Amy M.; Donaldson, Aberdine R.; Matta, Michael; Volpe, Robert J.; Daniels, Brian; Owens, Julie Sarno – Journal of Emotional and Behavioral Disorders, 2022
Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students'…
Descriptors: Psychometrics, Behavior Rating Scales, Progress Monitoring, Observation
Five Direct Behavior Rating Multi-Item Scales: Sensitivity to the Effects of Classroom Interventions
Matta, Michael; Volpe, Robert J.; Briesch, Amy M.; Owens, Julie Sarno – Grantee Submission, 2020
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…
Descriptors: Behavior Rating Scales, Student Behavior, Progress Monitoring, Psychometrics
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
Briesch, Amy M.; Donaldson, Aberdine R.; Matta, Michael; Volpe, Robert J.; Daniels, Brian; Owens, Julie Sarno – Grantee Submission, 2021
Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students'…
Descriptors: Psychometrics, Behavior Rating Scales, Progress Monitoring, Observation
Briesch, Amy M.; Chafouleas, Sandra M.; Nissen, Kristin; Long, Stephanie – Grantee Submission, 2019
Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking…
Descriptors: State Departments of Education, Program Implementation, Positive Behavior Supports, Best Practices
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Journal of Emotional and Behavioral Disorders, 2020
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…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Grantee Submission, 2020
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…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
Volpe, Robert J.; Briesch, Amy M. – School Psychology Quarterly, 2015
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…
Descriptors: Behavior Rating Scales, Outcome Measures, Progress Monitoring, Student Behavior
Briesch, Amy M.; Hemphill, Elizabeth; Daniels, Brian – School Psychology Forum, 2013
Class-wide interventions have been effectively used as a primary level of support to increase student engagement, but the management of these interventions can quickly become burdensome for busy classroom teachers. To address this problem, this study combined a class-wide self-management intervention, in which the students were responsible for…
Descriptors: Self Management, Intervention, Student Behavior, Self Evaluation (Individuals)
