Targeted, school-based behavioral interventions that are designed in the positive behavior support model and created for elementary students at-risk for severe problem behavior have used four approaches to measuring response to intervention: (1) office discipline referrals, (2) systematic direct observation, (3) standardized behavior rating scales, and (4) daily behavior report cards. The purpose of this dissertation is to assess the relationship among these four approaches to measuring response to intervention and to develop an approach that allows comparison of students' degree of response across interventions. The dataset from a two-year implementation of Check, Connect, and Expect (CCE) includes these four approaches to measuring response to intervention and was used to develop an exploratory degree of response to intervention construct. The exploratory response to intervention construct is then applied to data from the first year of the CCE intervention and reveals that gender, type of problem behavior, and severity of baseline problem behavior predict degree of response to intervention. Theoretical and applied implications and limitations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]