Direct Behavior Ratings: A Feasible and Effective Progress Monitoring Approach for Social and Behavioral Interventions

Faith G Miller, Gregory A. Fabiano

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Despite significant advancements in supporting students’ social, emotional, and behavioral health in recent years, progress remains hindered by limited formative assessment options. The focus of this special issue is on applications for Direct Behavior Rating (DBR), which is a hybrid assessment method incorporating procedures utilized in direct observations and teacher ratings. Three articles in the special issue utilize multiple baseline designs to demonstrate the utility and effectiveness of DBR single-item scales, and a fourth article describes a multiple-item DBR applied to social behaviors. Expert commentaries provide perspectives on the current literature related to the assessment of social, emotional, and behavioral constructs in school settings and also chart a future course for continued study.

Original languageEnglish (US)
Pages (from-to)3-5
Number of pages3
JournalAssessment for Effective Intervention
Volume43
Issue number1
DOIs
StatePublished - Dec 1 2017

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rating
monitoring
teacher rating
Social Behavior
social behavior
expert
Students
Health
health
school
student
literature

Keywords

  • assessment
  • behavior
  • progress monitoring

Cite this

Direct Behavior Ratings : A Feasible and Effective Progress Monitoring Approach for Social and Behavioral Interventions. / Miller, Faith G; Fabiano, Gregory A.

In: Assessment for Effective Intervention, Vol. 43, No. 1, 01.12.2017, p. 3-5.

Research output: Contribution to journalArticle

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