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The impact of training on the accuracy of teacher-completed direct behavior ratings (DBRs)

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Title: The impact of training on the accuracy of teacher-completed direct behavior ratings (DBRs)
Authors: LeBel TJ (AUTHOR), Kilgus SP (AUTHOR), Briesch AM (AUTHOR), Chafouleas S (AUTHOR)
Source: Journal of Positive Behavior Interventions. Jan2010, Vol. 12 Issue 1, p55-63. 9p.
Abstract: The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers' ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Positive Behavior Interventions 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: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
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  Data: The impact of training on the accuracy of teacher-completed direct behavior ratings (DBRs)
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  Data: <searchLink fieldCode="AR" term="%22LeBel+TJ%22">LeBel TJ</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kilgus+SP%22">Kilgus SP</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Briesch+AM%22">Briesch AM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chafouleas+S%22">Chafouleas S</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Positive+Behavior+Interventions%22">Journal of Positive Behavior Interventions</searchLink>. Jan2010, Vol. 12 Issue 1, p55-63. 9p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers' ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Positive Behavior Interventions 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=105293911
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        Value: 10.1177/1098300708325265
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        Text: English
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              Text: Jan2010
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