Treatment Sensitivity of Direct Behavior Rating--Multi-Item Scales in the Context of a Daily Report Card Intervention

Autor/inn/en	Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian
Titel	Treatment Sensitivity of Direct Behavior Rating--Multi-Item Scales in the Context of a Daily Report Card Intervention
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 1, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hustus, Chelsea L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426618806281
Schlagwörter	Behavior Problems; Intervention; Elementary School Teachers; Elementary School Students; Progress Monitoring; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Learner Engagement; Organization; Student Behavior; Self Control; Behavior Rating Scales; Report Cards; Ohio + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Organisation; Organisationsstruktur; Student behaviour; Schülerverhalten; Selbstbeherrschung; Berichtszeugnis
Abstract	The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01