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ERIC Number: EJ818781
Record Type: Journal
Publication Date: 2008-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1053-0819
Daily Behavior Report Cards and Systematic Direct Observation: An Investigation of the Acceptability, Reported Training and Use, and Decision Reliability among School Psychologists
Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Briesch, Amy M.; Eckert, Tanya L.
Journal of Behavioral Education, v17 n4 p313-327 Dec 2008
More than ever, educators require assessment procedures and instrumentation that are technically adequate as well as efficient to guide data-based decision making. Thus, there is a need to understand perceptions of available tools, and the decisions made when using collected data, by the primary users of those data. In this paper, two studies that surveyed members of the National Association of School Psychologists with regard to two procedures useful in formative assessment, (i.e., Daily Behavior Report Cards; Systematic Direct Observation), are presented. Participants reported greater overall levels of training and use of Systematic Direct Observation than Daily Behavior Report Cards, yet both techniques were rated as equally acceptable for use in formative assessment. Furthermore, findings supported that school psychologists tend to make similar intervention decisions when presented with both types of data. Implications, limitations, and future directions are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A