Preliminary Investigation of the Impact of a Web-Based Module on Direct Behavior Rating Accuracy

Sandra M. Chafouleas, T. Chris Riley-Tillman, Rose Jaffery, Faith G. Miller, Sayward E. Harrison

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

The purpose of this study was to provide initial evaluation of a web-based training module on rating accuracy when using Direct Behavior Rating (DBR). Components of the training module included (a) an overview familiarizing users with assessing student behavior with this method, (b) modeling that includes frame-of-reference training, and (c) multiple opportunities to practice and receive immediate corrective feedback. Participants included 90 undergraduate students assigned to one of six sessions (three experimental and three control). Rating accuracy served as the outcome measure defined as the difference between the rater score and a comparison derived from an expert DBR or systematic direct observation (SDO) score. Rating targets included academically engaged, disruptive, and respectful behavior. Completion of the DBR training module generally yielded ratings that more closely compared with the scores obtained via DBR experts and SDO, yet specific results were mixed across type of rating (i.e., behavior target and duration) and comparison (i.e., DBR expert and SDO). Limitations, future research directions, and implications for practice are discussed.

Original languageEnglish (US)
Pages (from-to)92-104
Number of pages13
JournalSchool Mental Health
Volume7
Issue number2
DOIs
StatePublished - Jun 1 2015

Keywords

  • Behavior assessment
  • Direct Behavior Rating
  • Rater accuracy
  • Teacher training

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