Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Assessment for Effective Intervention
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1534508409333547v1
34/4/214    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Chafouleas, S. M.
Right arrow Articles by Hernandez, P.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Using Direct Behavior Rating (DBR) to Screen for School Social Risk

A Preliminary Comparison of Methods in a Kindergarten Sample

Sandra M. Chafouleas

University of Connecticut, Storrs, sandra.chafouleas{at}uconn.edu

Stephen P. Kilgus

University of Connecticut, Storrs

Paul Hernandez

University of Connecticut, Storrs

In this study, preliminary evidence of the potential for Direct Behavior Rating (DBR) in screening assessment of school social behavior is provided through evaluation of the concurrent validity of DBR with a commonly used criterion measure. The teacher-completed form of the Social Skills Rating System (SSRS) was selected as the criterion measure given similarity to DBR in both broad construct of interest and intended use. Classroom teachers completed DBRs of academic engagement and disruptive behavior twice daily, along with fall and spring completion of the SSRS. Overall results support a moderate to strong association between the methods, with stronger correlations in the fall assessment period. In addition, evidence of teacher acceptability for DBR is provided. Along with specific recommendations for future research, implications are discussed regarding selection and interpretation of behavior assessment methods for screening purposes.

Key Words: behavior assessment • Direct Behavior Rating • screening assessment • social risk

This version was published on September 1, 2009

Assessment for Effective Intervention, Vol. 34, No. 4, 214-223 (2009)
DOI: 10.1177/1534508409333547
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
S. M. Chafouleas, T. C. Riley-Tillman, and T. J. Christ
Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior Within a Tiered Intervention System
Assessment for Effective Intervention, September 1, 2009; 34(4): 195 - 200.
[PDF]

Home page
 Assessment for Effective InterventionHome page
T. J. Christ, T. C. Riley-Tillman, and S. M. Chafouleas
Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior
Assessment for Effective Intervention, September 1, 2009; 34(4): 201 - 213.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
T. J. Christ and C. Boice
Rating Scale Items: A Brief Review of Nomenclature, Components, and Formatting to Inform the Development of Direct Behavior Rating (DBR)
Assessment for Effective Intervention, September 1, 2009; 34(4): 242 - 250.
[Abstract] [PDF]