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ERIC Number: EJ1160518
Record Type: Journal
Publication Date: 2017-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1534-5084
Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention
Fabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R.
Assessment for Effective Intervention, v43 n1 p21-33 Dec 2017
Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such interventions, effective progress monitoring tools are needed. The present study reports on the results of a multiple-baseline design across three elementary school children who had a DRC implemented to address academic engagement and social behaviors. The DRC and systematic direct observation (SDO) were compared with teacher-completed DBR to investigate the correspondence between these two measures of progress monitoring. Relative to SDO, results indicated that DBR was generally an effective means of monitoring progress for most cases and most target behaviors. The results of the present study support using DBR to monitor progress following the use of a behavioral intervention such as the DRC.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York
IES Funded: Yes
Grant or Contract Numbers: R324A110017