Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales - Assessment for Effective Intervention 2017 - Vol. 43(1) 34-47

Oct 15, 2026

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Direct Behavior Rating–Single Item Scales (DBR-SIS) are presented as a flexible, efficient, and defensible progress-monitoring approach for behavioral change. The study extends DBR-SIS research in elementary and secondary settings and evaluates monitoring methods for responses to intervention. Two concurrent multiple-baseline design studies were implemented in a northeastern U.S. magnet school district. Participants included kindergarten/first grade students and 10th/11th grade students, comparing DBR-SIS and systematic direct observation (SDO) probes using daily report card data.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

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Abstract

Formative Assessment in MTSS

SDO

Progress Monitoring the Effects of Daily Report Cards Across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales Assessment for Effective Intervention 2017, Vol. 43(1) 34–47 © Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1534508417691019](DOI: 10.1177/1534508417691019)[ ](DOI: 10.1177/1534508417691019)[aei.sagepub.com](aei.sagepub.com) Faith G. Miller, PhD 1, Nicholas J. Crovello, MA2, and Sandra M. Chafouleas, PhD2 Abstract Direct Behavior Rating–Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progressmonitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in response to intervention. To this end, two concurrent multiple baseline design studies were conducted in a diverse magnet school district located in the northeastern United States. One study was conducted with four students in kindergarten and first grade, whereas the second study was conducted with three students in 10th and 11th grade. Response to a Daily Report Card (DRC) intervention was monitored using two different approaches: DBR-SIS and systematic direct observation (SDO) probes. Across all participants, modest improvements in behavior were observed using both visual and quantitative analyses of DBR-SIS data; however, decisions regarding student response to the intervention varied as a function of the dependent variable analyzed. Implications for practice and future directions for research are discussed. Keywords high school, elementary, progress monitoring Over the course of the last decade, increased importance has been placed on schools’ ability to improve the behavioral outcomes oftheir students. In an effort to support student behavior, many schools have chosen to implement multitiered systems of support (MTSS) . Within an MTSS framework, evidence-based interventions are delivered with fidelity at each of three tiers, or specified levels of need (Gresham, 2011) . Although the implementation of evidence-based interventions is a critical component of supporting student behavior, it is equally important to be able to measure whether a student’s behavior is improving as a result of the intervention. Thus, to implement an MTSS framework successfully, it is critical to reliably and validly assess a student’s response to an intervention. To reliably and validly assess response to intervention, it is necessary that there be readily available tools, or formative assessment measures, that have the capacity to monitor real-time changes student behavior over a relatively short period of time. Through the efficient and effective use of reliable formative assessment tools, schools are able to engage in a valid, data-based decision-making process about the effectiveness of interventions. In turn, schools can appropriately identify the supports that a child needs to achieve behavioral success. To this extent, this study evaluates the capacity of Direct Behavior Rating–Single Item Scales (DBR-SIS) to monitor student response to a Daily Report Card (DRC) intervention. In addition, this study investigates the relationship between the method of assessment utilized (i.e., DBR-SIS or Systematic Direct Observation [SDO]) and the decisions made about student response to supports. Formative Assessment in MTSS Given that the link between reliable assessment and valid decision making is central to an MTSS framework and evidence-based practice, it is somewhat surprising that more attention has not been given to the establishment of tools to measure the response to those interventions. As a result, school personnel have often relied on developing and utilizing their own behavioral as

FAQs

What is DBR-SIS and how is it used in progress monitoring?

DBR-SIS is a systematic behavioral progress-monitoring method designed to track real-time changes in student behavior efficiently. In the study, it was used to monitor response to a Daily Report Card (DRC) intervention.

What intervention and designs were used to evaluate DBR-SIS?

Two concurrent multiple-baseline design studies were conducted in a magnet school district in the northeastern United States. One study involved kindergarten and first grade students, and the other involved 10th and 11th grade students.

How does DBR-SIS compare with systematic direct observation (SDO) for decision making?

Both visual and quantitative DBR-SIS analyses showed modest improvements in behavior across participants, but decisions about student response varied depending on the dependent variable analyzed. The study specifically compared DBR-SIS with SDO probes.

Oct 15, 2026

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