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Recognizing CM’s importance and gaps in teacher pre- and in-service training, the study validates the Direct Behavior Rating-Classroom Management (DBR-CM), a flexible measure of teacher CM. Data from 140 U.S. Midwest middle and high school classrooms showed significant correlations with concurrent CM observations and rating-scale measures, supporting ongoing validity evidence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/measuring-classroom-management-in-secondary-settings-ongoing-validation-of-the-direct-behavior-rating-classroom-management/593172/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/measuring-classroom-management-in-secondary-settings-ongoing-validation-of-the-direct-behavior-rating-classroom-management/593172.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the DBR-CM measure?","Question",{"text":62,"@type":63},"The Direct Behavior Rating-Classroom Management (DBR-CM) measures teacher classroom management practices in secondary school settings.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the study data collected?",{"text":67,"@type":63},"Data were collected from 140 U.S. Midwest middle and high school classrooms.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the results show about the validity of DBR-CM?",{"text":71,"@type":63},"DBR-CM scores were significantly correlated with multiple concurrently completed measures of classroom management, including approaches based on systematic direct observation and rating scales.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593172,1792165985,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management  \nWesley A. Sims, PhD 1, Rondy Yu, PhD 1, Kathleen R. King, PhD2, Danielle Zahn, BA 1, Nina Mandracchia, MA 1, Elissa Monteiro, MA 1, and Melissa Klaib, BA 1  \nAssessment for Effective Intervention 2023, Vol. 48(3) 149–158  \n© Hammill Institute on Disabilities 2022  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/15345084221118316](DOI: 10.1177/15345084221118316)[ ](DOI: 10.1177/15345084221118316)[aei.sagepub.com](aei.sagepub.com)  \nAbstract  \nClassroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre-and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 U.S. Midwest middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.  \nKeywords  \nobservation, professional development, progress monitoring  \nClassroom management (CM) practices are those employed by teachers to effectively create and maintain supportive and productive classroom environments (Back et al., 2016) . An eclectic, multidimensional theory now guides contemporary conceptualizations of CM (Wallace et al., 2020) . From this perspective, broadly, CM can be viewed as a set of practices, procedures, and behaviors that are used collectively and flexibly to facilitate desirable student outcomes. These individual practices, which are often associated with a specific theory (e.g., behaviorism, social learning), should be combined and flexibly utilized in specific contexts to create successful classroom environments. Examples of discrete CM practices encompassed within this perspective include the use of behavior-specific praise (Flora, 2000); opportunities to respond (Stichter et al., 2008); active instruction (Gage et al., 2018); precorrections (Reinke et al., 2015); engaging method of delivery of instructional content (Pianta et al., 2012); and efforts to create a safe, positive, and accepting classroom atmosphere  \n(Back et al., 2016) . Despite the well-established connection between CM practices and positive classroom atmosphere (Pianta et al., 2012) and student outcomes (e.g., student engagement, achievement, social competence; Back et al., 2016; Reinke et al., 2018), CM has garnered relatively little attention in both research and training (Christofferson & Sullivan, 2015; Cooper et al., 2018; Grasley-Boy et al., 2019) . To mitigate the impact of this inattention, some scholars have called for the use of a data-driven, multitiered professional development (PD) model to promote  \n1 University of California, Riverside, USA  \n2Palm Springs Unified School District, CA, USA  \nCorresponding Author:  \nWesley A. Sims, University of California, Riverside, 900 University Dr., 1207 Sproul Hall, Riverside, CA 92521, USA.  \n[Email: wesleys@ucr.edu](E","cbCaiuGmA0VE0Umm","https://ap.wps.com/l/cbCaiuGmA0VE0Umm","pdf",395729,"English","# Abstract\n# Classroom management and its relevance\n## Relationship between CM practices and outcomes\n# Deficiencies in CM training for educators\n## Pre-service preparation gaps\n# Professional development in CM","[{\"question\":\"What does the DBR-CM measure?\",\"answer\":\"The Direct Behavior Rating-Classroom Management (DBR-CM) measures teacher classroom management practices in secondary school settings.\"},{\"question\":\"How were the study data collected?\",\"answer\":\"Data were collected from 140 U.S. Midwest middle and high school classrooms.\"},{\"question\":\"What did the results show about the validity of DBR-CM?\",\"answer\":\"DBR-CM scores were significantly correlated with multiple concurrently completed measures of classroom management, including approaches based on systematic direct observation and rating scales.\"}]","Measuring Classroom Management in Secondary Settings - Ongoing Validation of the Direct Behavior Rating-Classroom Management | PDF",1792076745,25]