The studies in this special series examine the effectiveness of direct behavior ratings (DBRs) for use as a progress monitoring tool. In this article, we comment on the findings of the studies in the context of the broader school-based assessment movement and discuss areas for future inquiry within this line of research.
ChafouleasS. M.Riley-TillmanT. C.ChristT. J. (2009). Direct behavior rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195–200. doi:10.1177/1534508409340391
2.
ChafouleasS. M.SanettiL. M.KilgusS. P.MagginD. M. (2012). Evaluating sensitivity to behavioral change using direct behavior rating single-item scales. Exceptional Children, 78, 491–505.
3.
ChristT. J.Riley-TillmanT. C.ChafouleasS. M.BoiceC. H. (2010). Direct behavior rating (DBR): Generalizability and dependability across raters and observations. Educational and Psychological Measurement, 70, 825–843. doi:10.1177/0013164410366695
4.
ColesE. K.OwensJ. S.SerranoV.SlavecJ.EvansS. W. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom behavior management. School Mental Health, 7, 34–48. doi:10.1007/s12310-015-9143-2
5.
DanielsB.VolpeR. J.BrieschA. M.GadowK. D. (2017). Dependability and Treatment Sensitivity of Multi-Item Direct Behavior Rating Scales for Interpersonal Peer Conflict. Assessment for Effective Intervention, 43, 48–59.
6.
FabianoG. A.VujnovicR.PelhamW. E.WaschbuschD. A.MassettiG. M.YuJ.. . . VolkerM. (2010). Enhancing the effectiveness of special education programming for children with ADHD using a daily report card. School Psychology Review, 39, 219–239.
7.
MashE. J.HunsleyJ. (2005). Evidence-based assessment of child and adolescent disorders: Issues and challenges. Journal of Clinical Child & Adolescent Psychology, 34, 362–379.
8.
MillerF. G.CrovelloN. J.ChafouleasS. M. (2017). Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales. Assessment for Effective Intervention, 43, 34–47.
9.
MixonC. S.OwensJ. S. (2016, February). Evaluating the impact of online supports on teachers’ adoption of behavioral classroom interventions. Poster presented at the annual conference for the National Association of School Psychologists, New Orleans, LA.
10.
OwensJ. S.ColesE. K.EvansS. W.HimawanL. K.Girio-HerreraE.HoldawayA. S.. . . SchulteA. (2017). Using multi-component consultation to increase the integrity with which teachers implement behavioral classroom interventions: A pilot study. School Mental Health, 9, 218–234. doi:10.1007/s12310-017-9217-4
11.
OwensJ. S.HoldawayA. S.ZoromskiA. K.EvansS. W.HimawanL. K. (2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43, 848–861.
12.
SimsW. A.Riley-TillmanC.CohenD. R. (2017). Formative Assessment Using Direct Behavior Ratings: Evaluating Intervention Effects of Daily Behavior Report Cards. Assessment for Effective Intervention, 43, 6–20.
13.
Southam-GerowM. A.PrinsteinM. J. (2014). Evidence base updates: The evolution of the evaluation of psychological treatments for children and adolescents. Journal of Clinical Child & Adolescent Psychology, 43, 1–6.
