What Do Daily Behavior Report Cards (DBRCs) Measure? An Initial Comparison of DBRCs with Direct Observation for Off-Task Behavior

Autor/inn/en	Chafouleas, Sandra M.; McDougal, James L.; Riley-Tillman, T. Chris; Panahon, Carlos J.; Hilt, Alexandra M.
Titel	What Do Daily Behavior Report Cards (DBRCs) Measure? An Initial Comparison of DBRCs with Direct Observation for Off-Task Behavior
Quelle	In: Psychology in the Schools, 42 (2005) 6, S.669-676 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20102
Schlagwörter	Severity (of Disability); Observation; Report Cards; Behavior Problems; Comparative Analysis; Teacher Education; Teacher Attitudes; Student Behavior; Evaluators; Evaluation Methods + Suchen Sie Ihr Suchwort? Schweregrad; Beobachtung; Berichtszeugnis; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	This study investigated the similarity of information provided from a daily behavior report card (DBRC) as rated by the teacher to direct observation data obtained from external observers. In addition, the similarity of ratings was compared with variations of problem severity (mild, severe) and teacher training (none, some). Results suggested a moderate association between teacher perceptions of behavior as measured by DBRC ratings and direct observation conducted by an external observer. In addition, 23-45% of the variance in DBRC ratings was consistent with the direct observation data. Severity of the behavior problem or the inclusion of training was not found to significantly affect the similarity of ratings. In summary, results tentatively suggest that the DBRC may be a viable supplement to direct observation for estimating behavior in applied settings. Limitations, future research directions, and implications are discussed. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10