Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior

Autor/inn/en	Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Sassu, Kari A.; Chanese, Julie A. M.; Glazer, Amy D.
Titel	Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior
Quelle	In: Journal of Positive Behavior Interventions, 10 (2008) 2, S.136-143 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300707312542
Schlagwörter	Observation; Academic Achievement; Validity; Teachers; Teaching Methods; Student Behavior; Intervention; Data Collection; Elementary Schools; Middle Schools; Developmental Disabilities; Teacher Education; United States + Suchen Sie Ihr Suchwort? Beobachtung; Schulleistung; Gültigkeit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Data capture; Datensammlung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Entwicklungsstörung; Lehrerausbildung; Lehrerbildung; USA
Abstract	The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10