Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior
The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-tas...
Gespeichert in:
| Veröffentlicht in: | Journal of positive behavior interventions 2008-04, Vol.10 (2), p.136-143 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 143 |
|---|---|
| container_issue | 2 |
| container_start_page | 136 |
| container_title | Journal of positive behavior interventions |
| container_volume | 10 |
| creator | Riley-Tillman, T. Chris Chafouleas, Sandra M. Sassu, Kari A. Chanese, Julie A. M. Glazer, Amy D. |
| description | The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed. |
| doi_str_mv | 10.1177/1098300707312542 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_218788627</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ809901</ericid><sage_id>10.1177_1098300707312542</sage_id><sourcerecordid>1494224581</sourcerecordid><originalsourceid>FETCH-LOGICAL-c329t-18d61785e78dadbfd5a9b94a4bb70c9d58f070a1d3fef5d913dd1b3cfd193c743</originalsourceid><addsrcrecordid>eNp1kL1PwzAQxS0EEqWwMzBY7AE7TmJ7LLR8qVIlKHPk-KN1IUmx3YoO_O-4BIqExHSne7_3TncAnGJ0gTGllxhxRhCiiBKc5lm6B3o4JyzJKE33Yx_lZKsfgiPvFwihoihwD3yM3kVtG9vMYJhrOJg5rWvdBNgaOLROywCv9FysbevgowiR81A0Cj5tfNB1HMgfbFJ57dZx0jZwKIKAJlomTTIV_uXLMrTerZbBrvUu8hgcGPHq9cl37YPnm9H0-i4ZT27vrwfjRJKUhwQzVWDKck2ZEqoyKhe84pnIqooiyVXOTDxcYEWMNrnimCiFKyKNwpxImpE-OO9yl659W2kfykW7ck1cWaaYUcaKlEYIdZB0rfdOm3LpbC3cpsSo3P64_PvjaDnrLNpZucNHDwxxjnCUk072YqZ_V_4b9wkyxoYv</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>218788627</pqid></control><display><type>article</type><title>Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior</title><source>SAGE Complete A-Z List</source><creator>Riley-Tillman, T. Chris ; Chafouleas, Sandra M. ; Sassu, Kari A. ; Chanese, Julie A. M. ; Glazer, Amy D.</creator><creatorcontrib>Riley-Tillman, T. Chris ; Chafouleas, Sandra M. ; Sassu, Kari A. ; Chanese, Julie A. M. ; Glazer, Amy D.</creatorcontrib><description>The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed.</description><identifier>ISSN: 1098-3007</identifier><identifier>EISSN: 1538-4772</identifier><identifier>DOI: 10.1177/1098300707312542</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications</publisher><subject>Academic Achievement ; Behavior disorders ; Behavior Problems ; Behavior Rating Scales ; Data Collection ; Developmental Disabilities ; Educational Environment ; Elementary Schools ; Individualized Education Programs ; Individualized Instruction ; Intervention ; Middle Schools ; Observation ; Progress Monitoring ; Ratings & rankings ; Report Cards ; Schools ; Student Behavior ; Students with disabilities ; Studies ; Teacher Education ; Teachers ; Teaching Methods ; United States ; Validity</subject><ispartof>Journal of positive behavior interventions, 2008-04, Vol.10 (2), p.136-143</ispartof><rights>Copyright PRO-ED Journals Apr 2008</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c329t-18d61785e78dadbfd5a9b94a4bb70c9d58f070a1d3fef5d913dd1b3cfd193c743</citedby><cites>FETCH-LOGICAL-c329t-18d61785e78dadbfd5a9b94a4bb70c9d58f070a1d3fef5d913dd1b3cfd193c743</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1098300707312542$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1098300707312542$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ809901$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Riley-Tillman, T. Chris</creatorcontrib><creatorcontrib>Chafouleas, Sandra M.</creatorcontrib><creatorcontrib>Sassu, Kari A.</creatorcontrib><creatorcontrib>Chanese, Julie A. M.</creatorcontrib><creatorcontrib>Glazer, Amy D.</creatorcontrib><title>Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior</title><title>Journal of positive behavior interventions</title><description>The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed.</description><subject>Academic Achievement</subject><subject>Behavior disorders</subject><subject>Behavior Problems</subject><subject>Behavior Rating Scales</subject><subject>Data Collection</subject><subject>Developmental Disabilities</subject><subject>Educational Environment</subject><subject>Elementary Schools</subject><subject>Individualized Education Programs</subject><subject>Individualized Instruction</subject><subject>Intervention</subject><subject>Middle Schools</subject><subject>Observation</subject><subject>Progress Monitoring</subject><subject>Ratings & rankings</subject><subject>Report Cards</subject><subject>Schools</subject><subject>Student Behavior</subject><subject>Students with disabilities</subject><subject>Studies</subject><subject>Teacher Education</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>United States</subject><subject>Validity</subject><issn>1098-3007</issn><issn>1538-4772</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kL1PwzAQxS0EEqWwMzBY7AE7TmJ7LLR8qVIlKHPk-KN1IUmx3YoO_O-4BIqExHSne7_3TncAnGJ0gTGllxhxRhCiiBKc5lm6B3o4JyzJKE33Yx_lZKsfgiPvFwihoihwD3yM3kVtG9vMYJhrOJg5rWvdBNgaOLROywCv9FysbevgowiR81A0Cj5tfNB1HMgfbFJ57dZx0jZwKIKAJlomTTIV_uXLMrTerZbBrvUu8hgcGPHq9cl37YPnm9H0-i4ZT27vrwfjRJKUhwQzVWDKck2ZEqoyKhe84pnIqooiyVXOTDxcYEWMNrnimCiFKyKNwpxImpE-OO9yl659W2kfykW7ck1cWaaYUcaKlEYIdZB0rfdOm3LpbC3cpsSo3P64_PvjaDnrLNpZucNHDwxxjnCUk072YqZ_V_4b9wkyxoYv</recordid><startdate>20080401</startdate><enddate>20080401</enddate><creator>Riley-Tillman, T. Chris</creator><creator>Chafouleas, Sandra M.</creator><creator>Sassu, Kari A.</creator><creator>Chanese, Julie A. M.</creator><creator>Glazer, Amy D.</creator><general>Sage Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20080401</creationdate><title>Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior</title><author>Riley-Tillman, T. Chris ; Chafouleas, Sandra M. ; Sassu, Kari A. ; Chanese, Julie A. M. ; Glazer, Amy D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c329t-18d61785e78dadbfd5a9b94a4bb70c9d58f070a1d3fef5d913dd1b3cfd193c743</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Achievement</topic><topic>Behavior disorders</topic><topic>Behavior Problems</topic><topic>Behavior Rating Scales</topic><topic>Data Collection</topic><topic>Developmental Disabilities</topic><topic>Educational Environment</topic><topic>Elementary Schools</topic><topic>Individualized Education Programs</topic><topic>Individualized Instruction</topic><topic>Intervention</topic><topic>Middle Schools</topic><topic>Observation</topic><topic>Progress Monitoring</topic><topic>Ratings & rankings</topic><topic>Report Cards</topic><topic>Schools</topic><topic>Student Behavior</topic><topic>Students with disabilities</topic><topic>Studies</topic><topic>Teacher Education</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>United States</topic><topic>Validity</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Riley-Tillman, T. Chris</creatorcontrib><creatorcontrib>Chafouleas, Sandra M.</creatorcontrib><creatorcontrib>Sassu, Kari A.</creatorcontrib><creatorcontrib>Chanese, Julie A. M.</creatorcontrib><creatorcontrib>Glazer, Amy D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Journal of positive behavior interventions</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Riley-Tillman, T. Chris</au><au>Chafouleas, Sandra M.</au><au>Sassu, Kari A.</au><au>Chanese, Julie A. M.</au><au>Glazer, Amy D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ809901</ericid><atitle>Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior</atitle><jtitle>Journal of positive behavior interventions</jtitle><date>2008-04-01</date><risdate>2008</risdate><volume>10</volume><issue>2</issue><spage>136</spage><epage>143</epage><pages>136-143</pages><issn>1098-3007</issn><eissn>1538-4772</eissn><abstract>The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed.</abstract><cop>Los Angeles, CA</cop><pub>Sage Publications</pub><doi>10.1177/1098300707312542</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1098-3007 |
| ispartof | Journal of positive behavior interventions, 2008-04, Vol.10 (2), p.136-143 |
| issn | 1098-3007 1538-4772 |
| language | eng |
| recordid | cdi_proquest_journals_218788627 |
| source | SAGE Complete A-Z List |
| subjects | Academic Achievement Behavior disorders Behavior Problems Behavior Rating Scales Data Collection Developmental Disabilities Educational Environment Elementary Schools Individualized Education Programs Individualized Instruction Intervention Middle Schools Observation Progress Monitoring Ratings & rankings Report Cards Schools Student Behavior Students with disabilities Studies Teacher Education Teachers Teaching Methods United States Validity |
| title | Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-10T21%3A15%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Examining%20the%20Agreement%20of%20Direct%20Behavior%20Ratings%20and%20Systematic%20Direct%20Observation%20Data%20for%20On-Task%20and%20Disruptive%20Behavior&rft.jtitle=Journal%20of%20positive%20behavior%20interventions&rft.au=Riley-Tillman,%20T.%20Chris&rft.date=2008-04-01&rft.volume=10&rft.issue=2&rft.spage=136&rft.epage=143&rft.pages=136-143&rft.issn=1098-3007&rft.eissn=1538-4772&rft_id=info:doi/10.1177/1098300707312542&rft_dat=%3Cproquest_cross%3E1494224581%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=218788627&rft_id=info:pmid/&rft_ericid=EJ809901&rft_sage_id=10.1177_1098300707312542&rfr_iscdi=true |