Teacher perceptions of the usability of school-based behavior assessments

Faith G. Miller, Sandra M. Chafouleas, T. Chris Riley-Tillman, Gregory A. Fabiano

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings-Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System-Performance Screening Guide and the Behavioral and Emotional Screening System-Teacher Form, were examined. Participants included 65 teachers who completed the Usage Rating Profile-Assessment on each measure after three assessment periods (fall, winter, and spring). Results indicated that although overall usability ratings did not differ, factor scores differed as a function of both measure and assessment period. Implications for practice and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)201-210
Number of pages10
JournalBehavioral Disorders
Volume39
Issue number4
DOIs
StatePublished - Aug 1 2014

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