Direct behavior ratings (DBRs) combine aspects of both systematic direct observation and behavior rating scales to create a feasible method for social behavior assessment within a problem-solving model. The purpose of the current study was to examine whether accuracy of DBRs was affected depending on the behaviors selected to be rated using a DBR. Specifically, the impact target behavior wording (positive vs. negative) and degree of specificity by which the behaviors were defined were investigated. Participants (N ϭ 145), assigned to 1 of 4 experimental conditions, were asked to view video clips of a classroom setting and rate target student behavior. Results indicated that the wording and specificity of behavior included on a DBR may influence the accuracy of ratings. The most accurate ratings of academically engaged behavior occurred when the behavior was defined with a global definition and positive wording. In contrast, the most accurate ratings of disruptive behavior were obtained with a global definition and either positive or negative wording. Limitations, implications, and future directions are discussed.

Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool‐aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. © 2008 Wiley Periodicals, Inc.

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers’ ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers’ ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed.

The effectiveness of a daily report card in an intervention package involving home-school communication to decrease disruptive behavior in preschoolers was investigated. A sample of four preschool-aged children in two classrooms served as participants. Teachers rated behavior three times daily for each participant using a daily report card. Ratings were shared with the student and then parent, and contingent reinforcement involving positive praise and stickers was provided. A concurrent multiple baseline across-participants design was employed, with results demonstrating decreases in disruptive behavior for all students. Overall, results indicated the daily report card intervention with a home-school component to be an effective method for decreasing problem behavior in a preschool setting.

Our objective was to evaluate parental risk factors for pediatric-onset panic disorder/agoraphobia (PD/AG) in offspring at high risk for PD/AG. Comparisons were made between parents with PD who had a child with PD or AG (N = 27) and parents with PD without children with PD or AG (N = 79). Comparisons were also made between the spouses of these parents with PD. Separation anxiety disorder, social phobia, obsessive-compulsive disorder, and bipolar disorder in the parents with PD and their spouses accounted for the risk for childhood onset PD/AG in the offspring. This risk was particularly high if both parents were affected with social phobia. These findings suggest that psychiatric comorbidity with other anxiety disorders and with bipolar disorder in parents with PD and their spouses confer a particularly high risk in their offspring to develop PD/AG in childhood.