Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention - Assessment for Effective Intervention 2017, Vol. 43(1) 21-33

Oct 15, 2026

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Direct behavior rating (DBR) is examined as an assessment approach for tracking impaired functioning and measuring students’ response to behavioral interventions. The study evaluates a multiple-baseline design across three elementary students using a daily report card (DRC) and comparing daily measures. DBR is benchmarked against teacher-completed DBR versus systematic direct observation (SDO) to assess progress-monitoring correspondence.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Direct Behavior Ratings and DBR-SIS

Behavioral progress monitoring needs

Daily Report Card Intervention (DRC)

Definition of behavioral goals

Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention Assessment for Effective Intervention 2017, Vol. 43(1) 21–33 © Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1534508417703024](DOI: 10.1177/1534508417703024)[ ](DOI: 10.1177/1534508417703024)[aei.sagepub.com](aei.sagepub.com) Gregory A. Fabiano, PhD 1, Kellina Pyle, BA 1, Mary Bridget Kelty, MA 1, and Brittany R. Parham, PhD2 Abstract Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students’ response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such interventions, effective progress monitoring tools are needed. The present study reports on the results of a multiplebaseline design across three elementary school children who had a DRC implemented to address academic engagement and social behaviors. The DRC and systematic direct observation (SDO) were compared with teacher-completed DBR to investigate the correspondence between these two measures of progress monitoring. Relative to SDO, results indicated that DBR was generally an effective means of monitoring progress for most cases and most target behaviors. The results of the present study support using DBR to monitor progress following the use of a behavioral intervention such as the DRC. Keywords elementary, interventions, social-emotional Direct behavior ratings (DBRs) are completed by an individual following a predetermined observation period, often for a prespecified, operationally defined behavior or group of behaviors (see Briesch, Chafouleas, & Riley-Tillman, 2016) . For instance, a teacher might complete a DBR after a math class period or after morning activities to rate how academically engaged a student was during the lesson(s) . DBR Single Item Scales (DBR-SIS) ask the rater to indicate the percentage of time during the interval the child exhibited specific behaviors including academic engagement, disruptive behavior, or respectful behavior. Ratings range from 0% to 100% along a zero-to 10-point rating scale. The DBR has been rigorously evaluated in numerous studies to support its use as a reliable, valid, defensible, flexible, efficient, and repeatable assessment of school behavior (Briesch, Chafouleas, & Riley-Tillman, 2010; Chafouleaset al., 2010; Kilgus, Chafouleas, Riley-Tillman, & Welsh, 2012; Miller et al., 2015) . A recent study illustrated that the DBR-SIS items of Academically Engaged, Disruptive, and Respectful completed by teachers were effective at identifying students at risk of behavioral challenges as measured by more lengthy rating scales (Johnson et al., 2016) . Converging evidence, therefore, supports DBR-SIS items as effective screeners in schools. Importantly, because DBRs are repeatable and efficient, they are also a potential candidate for behavioral progress monitoring in schools (Chafouleas, Sanetti, Kilgus, & Maggin, 2012; Fabiano et al., 2009). Presently, there is a need to develop, implement, and evaluate effective progress monitoring measures for youth with challenging behaviors in schools to complement the existing cache of progress monitoring measures for academic targets (Hosp, Hosp, & Howell, 2007; Shinn, 2004; Shinn & Shinn, 2002) . It is important to acknowledge that the approach to progress monitoring likely needs to diverge from academic approaches, underscoring the need for additional development and evaluation. This is because progress monitoring for academic outcomes can occur weekly or even monthly, given that the goal of most interventions are to improve skills to reach a preestablished benchmark.

FAQs

What purpose does direct behavior rating serve in the study?

DBR is used to document impaired functioning and to monitor students’ response to a behavioral intervention, such as the daily report card.

How does DBR compare with systematic direct observation for progress monitoring?

Relative to SDO, the results indicate DBR was generally an effective way to monitor progress for most cases and target behaviors.

What is the daily report card intervention used for in the study?

The DRC is used as a best-practice intervention that provides a defined list of daily behavioral goals with specific criteria, along with teacher feedback during class periods.

Oct 15, 2026

Upload by Mimi