Abstract
The most common criticisms of behavioral assessment procedures are that they are complex, time-consuming, and impractical, and therefore, are often not applicable within school settings. This article illustrates and evaluates the reliability and accuracy of an efficient performance-based behavioral recording procedure to record both appropriate and problem behaviors with 3 persons with developmental disabilities. The results show acceptable levels of interobserver agreement and a high degree of correspondence between Likert ratings of behavior and actual observations of behavior. This study demonstrates that performance-based behavioral recording procedures are precise and efficient methods of recording behavior. Applications of the use of performance-based assessments within school settings are discussed.
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