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Journal of Positive Behavior Interventions
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Daily Behavior Report Cards

An Investigation of the Consistency of On-Task Data Across Raters and Methods

Sandra M. Chafouleas

University of Connecticut, sandra.chafouleas{at}uconn.edu

T. Chris Riley-Tillman

East Carolina University

Kari A. Sassu

University of Connecticut

Mary J. LaFrance

University of Connecticut

Shamim S. Patwa

University of Connecticut

In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions might be drawn when visually examining data collected by an external observer using either systematic direct observation or a DBRC. In addition, similar conclusions might be drawn upon visual analysis of either systematic direct observation or DBRC data collected by an external observer versus a teacher-completed DBRC. Examination of effect sizes from baseline to intervention phases suggested greater potential for different conclusions to be drawn about student behavior, dependent on the method and rater. In summary, overall consistency of data across method and rater found in this study lends support to the use of DBRCs to estimate global classroom behavior as part of a multimethod assessment. Implications, limitations, and future research directions are discussed.

Journal of Positive Behavior Interventions, Vol. 9, No. 1, 30-37 (2007)
DOI: 10.1177/10983007070090010401
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