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Direct linkKilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N. – Psychology in the Schools, 2017
This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…
Descriptors: Rating Scales, Student Behavior, Predictor Variables, Mathematics Achievement
Nelson, Peter M.; Hall, Gordon; Christ, Theodore J. – Journal of Applied School Psychology, 2016
The present study used data for 30 classes across 10 middle and high school teachers to evaluate the stability of class-level ratings on the Responsive Environmental Assessment for Classroom Teaching across time. Teachers collected data on 2 occasions and students' ratings (N = 806) were aggregated to the class-level. Classes were arranged into 2…
Descriptors: Classroom Environment, Rating Scales, Middle School Teachers, Secondary School Teachers
Nelson, Peter M.; Christ, Theodore J. – School Psychology Quarterly, 2016
The current study estimated the reliability and agreement of student ratings of the classroom environment obtained using the Responsive Environmental Assessment for Classroom Teaching (REACT; Christ, Nelson, & Demers, 2012; Nelson, Demers, & Christ, 2014). Coefficient alpha, class-level reliability, and class agreement indices were…
Descriptors: Interrater Reliability, Classroom Environment, Rating Scales, Middle School Students
Nelson, Peter M.; Demers, Joseph A.; Christ, Theodore J. – School Psychology Quarterly, 2014
This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale…
Descriptors: Test Construction, Questionnaires, Rating Scales, Middle School Students
Briesch, Amy M.; Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Christ, Theodore J. – Assessment for Effective Intervention, 2013
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…
Descriptors: Validity, Intervention, Measures (Individuals), Student Behavior
Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J. – Assessment for Effective Intervention, 2015
The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of…
Descriptors: Student Attitudes, Classroom Environment, Feedback (Response), Middle School Students
Christ, Theodore J.; Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Boice, Christina H. – Educational and Psychological Measurement, 2010
Generalizability theory was used to examine the generalizability and dependability of outcomes from two single-item Direct Behavior Rating (DBR) scales: DBR of actively manipulating and DBR of visually distracted. DBR is a behavioral assessment tool with specific instrumentation and procedures that can be used by a variety of service delivery…
Descriptors: Generalizability Theory, Student Behavior, Data Collection, Student Evaluation
Riley-Tillman, T. Chris; Christ, Theodore J.; Chafouleas, Sandra M.; Boice-Mallach, Christina H.; Briesch, Amy – Journal of Positive Behavior Interventions, 2011
In this study, evaluation of direct behavior rating (DBR) occurred with regard to two primary areas: (a) accuracy of ratings with varied instrumentation (anchoring: proportional or absolute) and procedures (observation length: 5 min, 10 min, or 20 min) and (b) one-week test-retest reliability. Participants viewed video clips of a typical third…
Descriptors: Behavior Problems, Observation, Grade 3, Reliability
Chafouleas, Sandra M.; Christ, Theodore J.; Riley-Tillman, T. Chris – Educational and Psychological Measurement, 2009
Generalizability theory is used to examine the impact of scaling gradients on a single-item Direct Behavior Rating (DBR). A DBR refers to a type of rating scale used to efficiently record target behavior(s) following an observation occasion. Variance components associated with scale gradients are estimated using a random effects design for persons…
Descriptors: Generalizability Theory, Undergraduate Students, Scaling, Rating Scales
