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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Direct Behavior Rating Scales as Screeners: A Preliminary Investigation of Diagnostic Accuracy in Elementary School
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Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Welsh, Megan E. – School Psychology Quarterly, 2012
This study presents an evaluation of the diagnostic accuracy and concurrent validity of Direct Behavior Rating Single Item Scales for use in school-based behavior screening of second-grade students. Results indicated that each behavior target was a moderately to highly accurate predictor of behavioral risk. Optimal universal screening cut scores…
Descriptors: Test Items, Validity, Behavior Rating Scales, Grade 2
Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988-2008)
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Briesch, Amy M.; Chafouleas, Sandra M. – School Psychology Quarterly, 2009
In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title "self-managed" and that student-managed interventions demonstrated…
Descriptors: Self Management, Intervention, Student Behavior, Behavior Modification
Moving beyond Assessment of Treatment Acceptability: An Examination of the Factor Structure of the Usage Rating Profile-Intervention (URP-I)
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Chafouleas, Sandra M.; Briesch, Amy M.; Riley-Tillman, T. Chris; McCoach, D. Betsy – School Psychology Quarterly, 2009
The purpose of this study was to develop and provide an initial examination of a self-report measure of intervention usage called the Usage Rating Profile-Intervention (URP-I). From an initial pool of 55 items, results of exploratory factor analysis and reliability estimates supported a measure containing 35 items and four factors as relevant…
Descriptors: Intervention, Factor Structure, Factor Analysis, Self Evaluation (Individuals)
The Impact of Item Wording and Behavioral Specificity on the Accuracy of Direct Behavior Ratings (DBRs)
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Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Christ, Theodore; Briesch, Amy M.; LeBel, Teresa J. – School Psychology Quarterly, 2009
Direct behavior ratings (DBRs) combine aspects of both systematic direct observation and behavior rating scales to create a feasible method for social behavior assessment within a problem-solving model. The purpose of the current study was to examine whether accuracy of DBRs was affected depending on the behaviors selected to be rated using a DBR.…
Descriptors: Behavior Problems, Student Behavior, Social Behavior, Behavior Rating Scales
The Impact of Training on the Accuracy of Direct Behavior Ratings (DBR)
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Schlientz, Mine D.; Riley-Tillman, T. Chris; Briesch, Amy M.; Chafouleas, Sandra M.; Walcott, Christy M. – School Psychology Quarterly, 2009
To date, extant research has not established how rater training affects the accuracy of data yielded from Direct Behavior Rating (DBR) methods. The purpose of the current study was to examine whether providing users of DBR methods with a training session that utilized practice and performance feedback would increase rating accuracy. It was…
Descriptors: Training, Student Behavior, Behavior Rating Scales, Feedback (Response)
Group Contingencies, Randomization of Reinforcers, and Criteria for Reinforcement, Self-Monitoring, and Peer Feedback on Reducing Inappropriate Classroom Behavior
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Coogan, Brenda Anne; Kehle, Thomas J.; Bray, Melissa A.; Chafouleas, Sandra M. – School Psychology Quarterly, 2007
Considerable research has demonstrated the effectiveness of interdependent and unknown dependent group contingencies on reducing inappropriate classroom behavior. Several investigators have focused on the addition of self-monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to further improve…
Descriptors: Student Behavior, Intervention, Feedback (Response), Program Effectiveness
Accuracy-Based Phonological Awareness Tasks: Are They Reliable, Efficient, and Sensitive to Growth?
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Chafouleas, Sandra M.; Martens, Brian K. – School Psychology Quarterly, 2002
Examines the efficiency and sensitivity of five accuracy-based phonological awareness tasks for monitoring the development of these skills in kindergarten and Grade 1 students. Discusses the results and their implications for using accuracy-based measures of phonological awareness skills as part of a comprehensive assessment of young children's…
Descriptors: Measures (Individuals), Phonemes, Phonology, Primary Education