Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

Abstract

Direct Behavior Rating (DBR) is a method of social—emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future directions of social— emotional and behavior assessment methods in schools; (b) the defining features of DBR; (c) the guiding principles for DBR development and evaluation; and (d) DBR research to date. Special emphasis is placed on single-item scale DBR (SIS-DBR) and three general outcome behaviors that are most relevant for use in schools. Research and recommendations for standard SIS-DBR instrumentation and procedures are reviewed, along with future directions for research and practice.

Production and Perception of Classroom Disturbances

“…Beyond that, the large extent of the rater effects might be associated with a general epistemological problem: considering the subjectivity of human perception, it seems questionable whether classroom disturbances can be investigated in the sense of objective matters of fact. A methodological attempt to deal with this problem in future studies could consist in complementing surveys with video studies (Janík & Seidel, 2009) using direct behaviour ratings (Christ, Riley-Tillman, & Chafouleas, 2009). This much information might enable researchers at least to further approximate the objective core of classroom disturbances.…”

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

“…SDO serves as a current gold standard to formatively measure pupils’ behaviors. DBR is defined as “an evaluative rating that is generated at the time and place that behavior occurs by persons who are naturally present in the context of interest” (Christ et al ., , p. 205). DBR and SDO can be customized to be adaptive in meeting various assessment needs, whereas administering BRSs on a daily basis is inappropriate.…”

Ethical Dilemmas in School-Based Behavioral Screening

“…For example, if the ultimate goal is to prevent behavior problems that interfere with expected school performance, those behavioral indicators can be identified along with a clear link as to how appropriate supports might be provided. In their work related to direct behavior rating (DBR), Chafouleas and colleagues (Chafouleas, Riley-Tillman, Briesch, & Christ, 2010;Christ, Riley-Tillman, & Chafouleas, 2009) have proposed respectful, nondisruptive, and academic engagement as the "Big 3" behaviors that are necessary for a child to be in class and benefit from provided instruction. In brief, the logical model behind those three indices is as follows: Respectful behavior is needed to foster positive student-teacher relationships, minimal disruption is necessary to maintain engagement by the student and class, and academic engagement (particularly active) is a prerequisite to acquiring and mastering new skills.…”