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ERIC Number: EJ1160514
Record Type: Journal
Publication Date: 2017-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1534-5084
Progress Monitoring the Effects of Daily Report Cards across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales
Miller, Faith G.; Crovello, Nicholas J.; Chafouleas, Sandra M.
Assessment for Effective Intervention, v43 n1 p34-47 Dec 2017
Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in response to intervention. To this end, two concurrent multiple baseline design studies were conducted in a diverse magnet school district located in the northeastern United States. One study was conducted with four students in kindergarten and first grade, whereas the second study was conducted with three students in 10th and 11th grade. Response to a Daily Report Card (DRC) intervention was monitored using two different approaches: DBR-SIS and systematic direct observation (SDO) probes. Across all participants, modest improvements in behavior were observed using both visual and quantitative analyses of DBR-SIS data; however, decisions regarding student response to the intervention varied as a function of the dependent variable analyzed. Implications for practice and future directions for research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 10; High Schools; Grade 11
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110017