Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data across Raters and Methods

Autor/inn/en	Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Sassu, Kari A.; LaFrance, Mary J.; Patwa, Shamim S.
Titel	Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data across Raters and Methods
Quelle	In: Journal of Positive Behavior Interventions, 9 (2007) 1, S.30-37 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007070090010401
Schlagwörter	Special Education; Student Behavior; Observation; Effect Size; Teaching Methods; Data Collection; Intervention; Multitrait Multimethod Techniques; Learning Disabilities; Males; Hispanic American Students; Teacher Student Relationship; Comparative Analysis; Validity + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Data capture; Datensammlung; Learning handicap; Lernbehinderung; Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Gültigkeit
Abstract	In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions might be drawn when visually examining data collected by an external observer using either systematic direct observation or a DBRC. In addition, similar conclusions might be drawn upon visual analysis of either systematic direct observation or DBRC data collected by an external observer versus a teacher-completed DBRC. Examination of effect sizes from baseline to intervention phases suggested greater potential for different conclusions to be drawn about student behavior, dependent on the method and rater. In summary, overall consistency of data across method and rater found in this study lends support to the use of DBRCs to estimate global classroom behavior as part of a multimethod assessment. Implications, limitations, and future research directions are discussed. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10