Direct Behavior Rating: Linking Assessment, Communication, and Intervention
Book: Briesch, A.M., Chafouleas, S.M., & Riley-Tillman, T.C. (2016). Direct Behavior Rating: Linking assessment, communication, and intervention. New York: The Guilford Press.
Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK–12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multitiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more.
Behavioral Assessment within Problem-Solving Models
Special Issue of School Psychology Review, Sept. 2010
Dr. Sandra Chafouleas, in collaboration with colleagues at Northeastern University, Louisiana State University, and the University of Washington, guest edited a special issue of School Psychology Review entitled Behavioral Assessment within Problem-Solving Models. She also co-authored the introductory article, “School-Based Behavioral Assessment within Problem-Solving Models: Current Status and Future Directions.” The issue is unique in that it brings together many diverse perspectives regarding the issue of school-based behavior assessment within a problem-solving framework. Also included in the special series is a manuscript by Briesch, Chafouleas, and Riley-Tillman, which compares the generalizability and dependability of systematic direct observation and Direct Behavior Rating for estimating academic engagement. To view articles of the special issue, visit the Publications page of the National Association of School Psychologists’ website.
Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System
Special Issue of Assessment for Effective Intervention, June 2010
Guest Editors: Sandra M. Chafouleas, T. Chris Riley-Tillman, Theodore J. Christ
Articles (in order of appearance):
- Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System
Sandra M. Chafouleas, T. Chris Riley-Tillman, and Theodore J. Christ
- Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior
Theodore J. Christ, T. Chris Riley-Tillman, and Sandra M. Chafouleas
- Using Direct Behavior Rating (DBR) to Screen for School Social Risk: A Preliminary Comparison of Methods in a Kindergarten Sample
Sandra M. Chafouleas, Stephen P. Kilgus, and Paul Hernandez
- Examining the Use of Direct Behavior Rating on Formative Assessment of Classwide Engagement: A Case Study
T. Chris Riley-Tillman, Scott A. Methe, and Kathryn Weegar
- An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements
Gregory A. Fabiano, Rebecca Vujnovic, Justin Naylor, Meaghan Summerlee, and Melissa Robins
- Rating Scale Items: A Brief Review of Nomenclature, Components and Formatting to Inform the Development of Direct Behavior Rating (DBR)
Theodore J. Christ and Christina M. Boice
- Extending DBR Use beyond Student Assessment: Applications to Treatment Integrity Assessment within a Multi-Tier Model of School-Based Intervention Delivery
Lisa M. Hagermoser Sanetti, Sandra M. Chafouleas, Theodore J. Christ, and Katie L. Gritter
School-Based Behavioral Assessment: Informing Intervention and Instruction
Book: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: The Guilford Press.
This indispensable book helps school practitioners go beyond putting a label on student behavior problems-it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and interpreting and organizing the results. Case examples tie it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms.