Extending the Direct Behavior Rating: An Examination of Schoolwide Behavior Ratings and Academic Engagement

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....

Full description

Saved in:
Bibliographic Details
Published in:Journal of positive behavior interventions 2018-01, Vol.20 (1), p.31-42
Main Authors: Bruhn, Allison, Barron, Sheila, Fernando, Josephine, Balint-Langel, Kinga
Format: Article
Language:English
Subjects:
Behavior
Behavior Problems
Behavior Rating Scales
Child Behavior
Correlation
Elementary School Students
Interrater Reliability
Language Arts
Learner Engagement
Observation
Positive Behavior Supports
Questionnaires
R&D
Research & development
Screening Tests
Statistical Analysis
Student Behavior
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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 schoolwide behavioral expectations by teachers and outside observers, as well as direct observation of academic engagement by outside observers in upper elementary school language arts classrooms. Across sessions, correlations between raters (range r = .82–.91) and between measures (range r = .64–.98) were moderate to high; significant differences between raters existed when rating students identified with negative behavior (n = 12) as opposed to positive behavior (n = 12). Findings are discussed in terms of implications for research and practice, limitations of the study, and the necessity for further research and development.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300717713441