Abstract
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR, the Questionnaire for Monitoring Behavior in Schools (QMBS) with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary education students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary students, and 14 students in a clinical setting were rated daily over one week (five measurement points). Item response theory (IRT) analyses confirmed the technical adequacy of the instrument and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs is discussed.
Highlights
Emotional and behavioral problems in students pose a big challenge in classrooms.These problems have been structured traditionally into externalizing and internalizing behavior problems (Achenbach and Edelbrock 1978)
This study demonstrated an approach complementary to generalizability theory to examine the item characteristics and the stability of Questionnaire for Monitoring Behavior in Schools (QMBS) ratings across occasions
This represents a significant addition to previous Direct Behavior Rating (DBR) assessment and development techniques
Summary
Emotional and behavioral problems in students pose a big challenge in classrooms. These problems have been structured traditionally into externalizing and internalizing behavior problems (Achenbach and Edelbrock 1978). DBR-SIS usually targets more global behaviors (e.g., academically engagement, disruptive behavior) and may be the most efficient way to broadly measure a student’s overall level of behavioral success This information could be useful when a student exhibits a broad range of specific problem behaviors that are related to problem behavior in general. DBR-MIS usually includes three to five specific behavior items (e.g., completes classwork in allowed time, starts working independently, turns in assignments appropriately) that operationalize a higher-order behavioral dimension These more specific items can be analyzed individually or added up to produce a sum score (Volpe and Briesch 2012). When DBR scores are comparable over time, the results can be used to draw valid conclusions regarding the behavioral progress and responses to behavioral interventions (Gebhardt et al 2015)
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