Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data Across Raters and Methods
In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions...
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| Veröffentlicht in: | Journal of positive behavior interventions 2007-01, Vol.9 (1), p.30-37 |
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| container_title | Journal of positive behavior interventions |
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| creator | Chafouleas, Sandra M. Riley-Tillman, T. Chris Sassu, Kari A. LaFrance, Mary J. Patwa, Shamim S. |
| description | In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions might be drawn when visually examining data collected by an external observer using either systematic direct observation or a DBRC. In addition, similar conclusions might be drawn upon visual analysis of either systematic direct observation or DBRC data collected by an external observer versus a teacher-completed DBRC. Examination of effect sizes from baseline to intervention phases suggested greater potential for different conclusions to be drawn about student behavior, dependent on the method and rater. In summary, overall consistency of data across method and rater found in this study lends support to the use of DBRCs to estimate global classroom behavior as part of a multimethod assessment. Implications, limitations, and future research directions are discussed. |
| doi_str_mv | 10.1177/10983007070090010401 |
| format | Article |
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Chris ; Sassu, Kari A. ; LaFrance, Mary J. ; Patwa, Shamim S.</creator><creatorcontrib>Chafouleas, Sandra M. ; Riley-Tillman, T. Chris ; Sassu, Kari A. ; LaFrance, Mary J. ; Patwa, Shamim S.</creatorcontrib><description>In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions might be drawn when visually examining data collected by an external observer using either systematic direct observation or a DBRC. In addition, similar conclusions might be drawn upon visual analysis of either systematic direct observation or DBRC data collected by an external observer versus a teacher-completed DBRC. Examination of effect sizes from baseline to intervention phases suggested greater potential for different conclusions to be drawn about student behavior, dependent on the method and rater. In summary, overall consistency of data across method and rater found in this study lends support to the use of DBRCs to estimate global classroom behavior as part of a multimethod assessment. 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Examination of effect sizes from baseline to intervention phases suggested greater potential for different conclusions to be drawn about student behavior, dependent on the method and rater. In summary, overall consistency of data across method and rater found in this study lends support to the use of DBRCs to estimate global classroom behavior as part of a multimethod assessment. 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| subjects | Attention deficit hyperactivity disorder Childrens literature Comparative Analysis Data Collection Effect Size Hispanic American Students Intervention Investigations Learning Disabilities Males Multitrait Multimethod Techniques Nonfiction Observation Report Cards Special Education Student Behavior Studies Teacher Student Relationship Teachers Teaching Methods Validity |
| title | Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data Across Raters and Methods |
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