Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low-inference assessments of behavior because they are designed to be completed immediately…

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily…

Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of…

Student resistance, which can briefly be defined as the tendency to resist teaching activities, is student's reacting to the teaching-learning activities, teachers, or administrators knowingly and wilfully, many times intentionally in various ways. Resistance behaviours, which could be considered as the outpouring of the anger created by the…

A sample of 720 college students from 10 different universities at the Guangzhou Higher Education Mega Center are investigated using the Social Support Scale, the Prosocial Behavior Scale, and the Interpersonal Trust Scale. Data are analyzed using SPSS20.0 and Amos7.0. Results show that the subjective support and support utilization of college…

The purpose of this investigation was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) methodology in collecting functional behavior assessment data. Specific questions of interest pertained to the evaluation of the accuracy of brief DBR-SIS ratings of behavioral consequences and determination of the type of training…

Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for…

Community-based systems of care (SOC) provide a range of services to students with significant emotional and behavioral difficulties and their families. However, little is known about the educational characteristics and functioning of students at enrollment in SOC. The purpose of this study was to replicate and extend previous research by…

This descriptive study reports data from one elementary school whose leadership team explored and installed systematic behavior screening as part of their tiered model of prevention. The authors compared student performance on two school-selected screening tools: the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and…

Direct behavior rating (DBR) represents a feasible method for monitoring student behavior in the classroom; however, limited work to date has focused on the use of multi-item scales. The purposes of the study were to examine the (a) dependability of data obtained from a multi-item DBR designed to assess peer conflict and (b) treatment sensitivity…

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…

This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c)…

This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items,(b) latent factor scores with continuous indicators, (c)…

The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…

To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…