Relation between ratings and observations of stimulant drug response in hyperactive children

Nolan, Edith E.; Gadow, Kenneth D.

doi:10.1207/s15374424jccp2301_10

Cited by 47 publications

(23 citation statements)

References 33 publications

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“…Rather, we suggest consideration of a compatible assessment methodology that may be more feasible (i.e., able to be easily implemented over time) and may reduce the impact of reactivity. In general, it has been suggested that DBRCs may be feasible (e.g., Nolan & Gadow, 1994;Pelham, 1993), and acceptable (e.g., Turco & Elliott, 1986;Witt, Martens, & Elliot, 1984) in applied settings. Despite these potential positive characteristics identified for DBRCs, empirical support for such measures is lacking.…”

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confidence: 99%

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

Chafouleas¹,

McDougal

Riley‐Tillman

et al. 2005

Psychol. Schs.

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This study investigated the similarity of information provided from a daily behavior report card (DBRC) as rated by the teacher to direct observation data obtained from external observers. In addition, the similarity of ratings was compared with variations of problem severity (mild, severe) and teacher training (none, some). Results suggested a moderate association between teacher perceptions of behavior as measured by DBRC ratings and direct observation conducted by an external observer. In addition, 23-45% of the variance in DBRC ratings was consistent with the direct observation data. Severity of the behavior problem or the inclusion of training was not found to significantly affect the similarity of ratings. In summary, results tentatively suggest that the DBRC may be a viable supplement to direct observation for estimating behavior in applied settings. Limitations, future research directions, and implications are discussed. © 2005 Wiley Periodicals, Inc.Teacher ratings of behavior have become an integral part of the evaluation of children's behavior, with some suggestion that such ratings are the most widely used method for assessing classroom conduct problems (Hoge & Andrews, 1992). The types of teacher ratings range from norm-referenced measures of a broad range of behaviors to educator-made questions about a narrower set of classroom behaviors. The latter, which we refer to as a daily behavior report card (DBRC), serves as the focus of the current investigation. A measure is considered a DBRC if a specified behavior is rated at least daily, and that information is shared with someone other than the rater (Chafouleas, Riley-Tillman, & McDougal, 2002). Although various other terms have been used to describe a DBRC when used as an intervention tool (e.g., good behavior note, home school note, daily report card), using such measures as a way to collect information about student behavior may be considered a type of performance-based behavioral recording. In such a performance-based behavior recording procedure, behaviors are identified and described, and then a Likert-type scale is developed that corresponds to specific dimensions of behavior (Steege, Davin, & Hathaway, 2001).Historically, systematic direct observation has been considered an essential component of behavioral assessment (Alessi, 1998;Hintze, Volpe, & Shapiro, 2002). It has been argued that direct observation, although not without limitations, lends itself to more precise (i.e., reliable and accurate) estimates of behavior because the information is collected as the behavior actually occurs.

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confidence: 99%

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

Chafouleas¹,

McDougal

Riley‐Tillman

et al. 2005

Psychol. Schs.

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“…The use of DBRCs to assess (i.e., monitor) children's behavior provides data to inform intervention design and evaluation. A number of articles addressing the need for school feedback when determining appropriate pharmacotherapy protocols for children with Attention-Deficit Hyperactivity Disorder have incorporated the use of teacher ratings and/or DBRCs (See Nolan & Gadow, 1994;Pelham, 1993). In a case example, an individualized and operationalized daily report card demonstrated greater sensitivity to medication effects than did other measures (e.g., brief teacher ratings) (Pelham, 1993).…”

Section: Why Are Daily Behavior Report Cards Appealing?mentioning

confidence: 99%

“…Most researchers have investigated DBRCs as one aspect of a study, usually as a supplemental measure (see Forgatch & Ramsey, 1994;Nolan & Gadow, 1994). As discussed previously, some researchers have used DBRCs solely as an intervention tool rather than combined as a monitoring device.…”

Section: Evaluating Daily Behavior Report Cardsmentioning

confidence: 99%

“…For our purposes, a measure is considered a DBRC if a specified behavior is rated at least daily, and that information is shared with someone other than the rater. In general, it has been suggested that DBRCs may be feasible (e.g., Nolan, & Gadow, 1994;Pelham, 1993), acceptable (e.g., Turco & Elliott, 1986;Witt, Martens, & Elliot, 1984) and effective in promoting positive student behavior (e.g., Blechman, Schrader, & Taylor, 1981;Dougherty, & Dougherty, 1977). In this review we summarize the available literature on the DBRC, identify areas in need of further investigation, and discuss implications for its use in practice.…”

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confidence: 99%

“…Additionally, although other indices (e.g., behavioral definition, measurable goals) were associated with positive student outcomes, the use of direct observation measures was not. Nolan & Gadow (1994) have suggested that adoption of direct observation techniques beyond research applications or a limited number of residential treatment facilities has not happened given the required time and training. That is, direct observation is considered less practical than other methods in applied settings.…”

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confidence: 99%

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Good, bad, or in‐between: How does the daily behavior report card rate?

Chafouleas

Riley‐Tillman

McDougal³

2002

Psychology in the Schools

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Our purpose here was to define and review the daily behavior report card (DBRC) as a monitoring and/or intervention technique. We considered a measure of a DBRC to be if a specified behavior was rated at least daily, and that information was shared with someone other than the rater. In general, it has been suggested that DBRCs may be feasible, acceptable, effective in promoting a positive student, and a way to increase parent/teacher communication. In addition, DBRCs are highly adaptive in that they represent a broad array of both monitoring and intervention possibilities rather than having a single, scripted purpose. All of these characteristics make the DBRC appealing for use in applied settings. However, an extensive, methodologically sound literature base does not yet exist. Despite the appeal of using DBRCs, widespread endorsement cannot be made without caution. We conclude with implications for use in practice and highlight areas in need of further investigation. © 2002 Wiley Periodicals, Inc.School psychologists are increasingly being urged and even required to engage in behavioral assessment and intervention procedures for students in the public school setting. In fact, the recent reauthorization of IDEA (P.L. 105-17) now requires functional assessment and behavior intervention procedures to be implemented in the disciplining of students with disabilities. Effective behavioral assessment and intervention procedures in applied settings require the use of empirically supported, yet feasible techniques. While traditionally direct observation procedures have been heavily relied on for these purposes, these techniques have not been widely accepted for general use in schools. Our purpose here is to define and review the daily behavior report card (DBRC) as a monitoring and/or intervention technique that, in some cases, may be more applicable than direct observation for use in school settings. For our purposes, a measure is considered a DBRC if a specified behavior is rated at least daily, and that information is shared with someone other than the rater. In general, it has been suggested that DBRCs may be feasible (e.g

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Efficacy of Methylphenidate for Attention-Deficit Hyperactivity Disorder in Children With Tic Disorder

Gadow

Sverd²,

Sprafkin³

et al. 1995

Arch Gen Psychiatry

153

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Relation between ratings and observations of stimulant drug response in hyperactive children

Cited by 47 publications

References 33 publications

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

Good, bad, or in‐between: How does the daily behavior report card rate?

Efficacy of Methylphenidate for Attention-Deficit Hyperactivity Disorder in Children With Tic Disorder

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