Teacher Perceptions of the Usability of School-Based Behavior Assessments

Abstract

Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings–Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System–Performance Screening Guide and the Behavioral and Emotional Screening System–Teacher Form, were examined. Participants included 65 teachers who completed the Usage Rating Profile-Assessment on each measure after three assessment periods (fall, winter, and spring). Results indicated that although overall usability ratings did not differ, factor scores differed as a function of both measure and assessment period. Implications for practice and directions for future research are discussed.