Initial Development of Multi-Item Direct Behavior Rating Measures of Academic Enablers

Autor/inn/en	Volpe, Robert J.; Chaffee, Ruth K.; Yeung, Tat Shing; Briesch, Amy M.
Titel	Initial Development of Multi-Item Direct Behavior Rating Measures of Academic Enablers
Quelle	In: School Mental Health, 12 (2020) 1, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Volpe, Robert J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-019-09338-w
Schlagwörter	Behavior Rating Scales; Test Construction; Student Behavior; Academic Achievement; Learner Engagement; Interpersonal Competence; Study Skills; Elementary School Teachers; Content Validity; Formative Evaluation; Elementary School Students; Primary Education + Suchen Sie Ihr Suchwort? Testaufbau; Student behaviour; Schülerverhalten; Schulleistung; Interpersonale Kompetenz; Studientechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich
Abstract	Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to expand upon prior DBR research to assess three constructs representing behaviors that are widely considered to support student academic achievement (academic engagement, interpersonal skills, and study skills), only one of which (academic engagement) has been the target of DBR assessment methods. Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings of students completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale. [For the corresponding grantee submission, see ED598853.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01