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Reliability of Frequent Retrospective Behavior Ratings for Elementary School Students With EBD.

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Title: Reliability of Frequent Retrospective Behavior Ratings for Elementary School Students With EBD.
Authors: Burke, Mack D.1 mburke@tamu.edu, Vannest, Kimberly1, Davis, John1, Davis, Cole1, Parker, Richard1
Source: Behavioral Disorders. Aug2009, Vol. 34 Issue 4, p212-222. 11p.
Subject Terms: *Behavior disorders in children, *Teacher attitudes, *Education, *Special education, Social interaction, Disability laws
Abstract: This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals for 7 students with, or at risk of, emotional and behavioral disorders. Reliability was examined for both quantitative-based and qualitative judgment-based retrospective teacher behavior ratings. Quantitative-based behavior ratings focused primarily on frequency and duration scales, whereas qualitative-based behavior ratings focused on topography and intensity scales. Findings indicated that reliability can be adequately achieved, although there is variability; depending on the type of scale. Implications are discussed as they relate to progress monitoring individual behavioral goals and examining responsiveness to intervention. [ABSTRACT FROM AUTHOR]
Copyright of Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Behavioral+Disorders%22">Behavioral Disorders</searchLink>. Aug2009, Vol. 34 Issue 4, p212-222. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Behavior+disorders+in+children%22">Behavior disorders in children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+laws%22">Disability laws</searchLink>
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  Data: This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals for 7 students with, or at risk of, emotional and behavioral disorders. Reliability was examined for both quantitative-based and qualitative judgment-based retrospective teacher behavior ratings. Quantitative-based behavior ratings focused primarily on frequency and duration scales, whereas qualitative-based behavior ratings focused on topography and intensity scales. Findings indicated that reliability can be adequately achieved, although there is variability; depending on the type of scale. Implications are discussed as they relate to progress monitoring individual behavioral goals and examining responsiveness to intervention. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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