View in EDS

Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Occasions in Two School Subjects

Saved in:
Bibliographic Details
Title: Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Occasions in Two School Subjects
Language: English
Authors: Casale, Gino, Volpe, Robert J., Briesch, Amy M., Hennemann, Thomas, Grosche, Michael
Source: Assessment for Effective Intervention. Mar 2021 46(2):143-154.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Behavior Rating Scales, Student Behavior, Elementary School Students, Elementary School Teachers, Progress Monitoring, Foreign Countries, Test Reliability, Grade 4, Scores, Special Education Teachers, Elementary School Mathematics, German, Language Arts
Geographic Terms: Germany
DOI: 10.1177/1534508419836498
ISSN: 1534-5084
Abstract: 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 disruptive behavior (DB). Furthermore, the stability of scores across two school subjects (i.e., German language, mathematics) was examined. A total of 20 students and two teachers in an inclusive elementary school classroom participated in the study. Generalizability study results suggest that little variance in DBR scores was attributable to the facets of raters or occasions, but the interactions between persons with raters and occasions accounted for a large portion of variance. Variance attributable to these interactions was slightly higher for DBR-MIS than for DBR-SIS ratings. Decision studies revealed that dependable measurements of AE could be achieved within 1.5 weeks of daily ratings for absolute decision-making. Findings regarding DB were mixed. Differences across both school subjects were found indicating that DBR ratings that are obtained in one academic setting may not necessarily be exchangeable with ratings obtained in another. Overall, the results demonstrate the utility of DBR for behavioral progress-monitoring purposes.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286390
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1286390
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Occasions in Two School Subjects
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Casale%2C+Gino%22">Casale, Gino</searchLink><br /><searchLink fieldCode="AR" term="%22Volpe%2C+Robert+J%2E%22">Volpe, Robert J.</searchLink><br /><searchLink fieldCode="AR" term="%22Briesch%2C+Amy+M%2E%22">Briesch, Amy M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hennemann%2C+Thomas%22">Hennemann, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Grosche%2C+Michael%22">Grosche, Michael</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Mar 2021 46(2):143-154.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Behavior+Rating+Scales%22">Behavior Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1534508419836498
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-5084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 disruptive behavior (DB). Furthermore, the stability of scores across two school subjects (i.e., German language, mathematics) was examined. A total of 20 students and two teachers in an inclusive elementary school classroom participated in the study. Generalizability study results suggest that little variance in DBR scores was attributable to the facets of raters or occasions, but the interactions between persons with raters and occasions accounted for a large portion of variance. Variance attributable to these interactions was slightly higher for DBR-MIS than for DBR-SIS ratings. Decision studies revealed that dependable measurements of AE could be achieved within 1.5 weeks of daily ratings for absolute decision-making. Findings regarding DB were mixed. Differences across both school subjects were found indicating that DBR ratings that are obtained in one academic setting may not necessarily be exchangeable with ratings obtained in another. Overall, the results demonstrate the utility of DBR for behavioral progress-monitoring purposes.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1286390
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1286390
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1534508419836498
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 143
    Subjects:
      – SubjectFull: Behavior Rating Scales
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: German
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Occasions in Two School Subjects
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Casale, Gino
      – PersonEntity:
          Name:
            NameFull: Volpe, Robert J.
      – PersonEntity:
          Name:
            NameFull: Briesch, Amy M.
      – PersonEntity:
          Name:
            NameFull: Hennemann, Thomas
      – PersonEntity:
          Name:
            NameFull: Grosche, Michael
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 1534-5084
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Assessment for Effective Intervention
              Type: main
ResultId 1