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Journal of Positive Behavior Interventions
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Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior

T. Chris Riley-Tillman

East Carolina University, Greenville, NC, rileytillmant{at}ecu.edu

Sandra M. Chafouleas

University of Connecticut, Storrs

Kari A. Sassu

University of Connecticut, Storrs

Julie A. M. Chanese

University of Connecticut, Storrs

Amy D. Glazer

University of Connecticut, Storrs

The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed.

Key Words: social behavior assessment • direct behavior ratings

Journal of Positive Behavior Interventions, Vol. 10, No. 2, 136-143 (2008)
DOI: 10.1177/1098300707312542
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Home page
 Assessment for Effective InterventionHome page
T. C. Riley-Tillman, S. A. Methe, and K. Weegar
Examining the Use of Direct Behavior Rating on Formative Assessment of Class-Wide Engagement: A Case Study
Assessment for Effective Intervention, September 1, 2009; 34(4): 224 - 230.
[Abstract] [PDF]