Direct Behavior Ratings: A Feasible and Effective Progress Monitoring Approach for Social and Behavioral Interventions

Autor/inn/en	Miller, Faith G.; Fabiano, Gregory A.
Titel	Direct Behavior Ratings: A Feasible and Effective Progress Monitoring Approach for Social and Behavioral Interventions
Quelle	In: Assessment for Effective Intervention, 43 (2017) 1, S.3-5 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417733454
Schlagwörter	Behavior Rating Scales; Progress Monitoring; Formative Evaluation; Response to Intervention; Social Behavior; Affective Behavior + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Despite significant advancements in supporting students' social, emotional, and behavioral health in recent years, progress remains hindered by limited formative assessment options. The focus of this special issue is on applications for Direct Behavior Rating (DBR), which is a hybrid assessment method incorporating procedures utilized in direct observations and teacher ratings. Three articles in the special issue utilize multiple baseline designs to demonstrate the utility and effectiveness of DBR single-item scales, and a fourth article describes a multiple-item DBR applied to social behaviors. Expert commentaries provide perspectives on the current literature related to the assessment of social, emotional, and behavioral constructs in school settings and also chart a future course for continued study. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01