This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by LeBel, T. J. Articles by Chafouleas, S. Search for Related Content Social Bookmarking                         What's this?

The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

University of Connecticut

^* To whom correspondence should be addressed. E-mail: teresa.lebel{at}uconn.edu.

	Abstract

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers’ ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers’ ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed.

First published on October 17, 2008
Journal of Positive Behavior Interventions 2008, doi:10.1177/1098300708325265


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?