Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales

Faith G Miller, Nicholas J. Crovello, Sandra M. Chafouleas

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)34-47
Number of pages14
JournalAssessment for Effective Intervention
Volume43
Issue number1
DOIs
StatePublished - Dec 1 2017

Fingerprint

rating
monitoring
Students
student
New England
school grade
Magnets
kindergarten
Observation
district
Research
school

Keywords

  • elementary
  • high school
  • progress monitoring

Cite this

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.

In: Assessment for Effective Intervention, Vol. 43, No. 1, 01.12.2017, p. 34-47.

Research output: Contribution to journalArticle

@article{29eb30b6fa1b467ea35ff6befc8b9087,
title = "Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales",
abstract = "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.",
keywords = "elementary, high school, progress monitoring",
author = "Miller, {Faith G} and Crovello, {Nicholas J.} and Chafouleas, {Sandra M.}",
year = "2017",
month = "12",
day = "1",
doi = "10.1177/1534508417691019",
language = "English (US)",
volume = "43",
pages = "34--47",
journal = "Assessment for Effective Intervention",
issn = "1534-5084",
publisher = "Council for Exceptional Children, Council for Educational Diagnostic Services",
number = "1",

}

TY - JOUR

T1 - Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating

T2 - Single Item Scales

AU - Miller, Faith G

AU - Crovello, Nicholas J.

AU - Chafouleas, Sandra M.

PY - 2017/12/1

Y1 - 2017/12/1

N2 - 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.

AB - 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.

KW - elementary

KW - high school

KW - progress monitoring

UR - http://www.scopus.com/inward/record.url?scp=85030764573&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85030764573&partnerID=8YFLogxK

U2 - 10.1177/1534508417691019

DO - 10.1177/1534508417691019

M3 - Article

AN - SCOPUS:85030764573

VL - 43

SP - 34

EP - 47

JO - Assessment for Effective Intervention

JF - Assessment for Effective Intervention

SN - 1534-5084

IS - 1

ER -