Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Direct Behavior Rating (DBR) has emerged as a useful assessment method to identify behavioral risk and monitor behavioral progress. The development of an online training module has provided an option for low cost training accessible to a wide variety of users at their convenience. Although evaluation of the DBR online training module has demonstrated improved rater accuracy following completion, reliability of obtained scores has not been fully explored. An improvement in reliability of scores is desired to allow for flexible use across raters and increased efficiency in decision-making. In this study, four teachers simultaneously rated the activity engagement and disruptive behavior of six children during their ice skating activity at a summer day camp. Ratings were analyzed within a generalizability theory (GT) framework. Results suggest that completion of the online training module may result in some improvement in the reliability of data generated from DBR-SIS.

Direct Behavior Ratings (DBRs) are an emerging tool for gathering data to use in decisions within both traditional and expanded roles for school psychologists. The present study contains two components examining DBRs. The first component uses Generalizability Theory (GT) to examine agreement between two raters using DBRs in two different classrooms, one with trained raters and the other with untrained raters. The second component uses a focus group to solicit raters views regarding DBRs, raters views regarding a DBR training module, and the reasoning behind raters ratings. The G studies provide evidence that rater load (i.e., the number of students rated at one time) may impact rater disagreement; however, training had no discernable effect on reliability. Results from the focus group indicate raters found the DBRs mechanically easy to fill out, but that they had difficulty rating and differentiating between Respectful and Disruptive Behavior. For school psychologists in practice, the results of the present research suggest characteristics of the sample of students being rated (i.e., number of students) should be considered when interpreting DBR scores. For further development of DBR items, additional constructs suited to educators needs, such as a construct targeting social skills, may be beneficial.

"Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials. Subject areas/Key words: school psychology, behavior assessment for educators, multi-tiered systems of support, MTSS, assessing problem behavior, disruptive, universal screening, systematic direct observation, direct behavior ratings, progress monitoring, rating scales, instruments, classrooms, students, children, adolescents, PBIS Audience: School psychologists, classroom teachers, special educators, behavioral specialists, school counselors, and school social workers working with students ages 5-17 (grades K-12)"--

In schools, functional behavioural assessment (FBA) is traditionally applied to special education contexts. This book describes how FBA can improve the behaviour of all students using a three-tiered prevention model.