Direct Behavior Rating - University Of Connecticut
NASP 20092/27/09The Emerging Alternative:Direct Behavior RatingTheodore J. Christ, Ph.D.(tchrist@umn.edu)University of MinnesotaChristopher Riley-Tillman, Ph.D.(crileytillman@yahoo.com)East Carolina UniversitySandra M. Chafouleas, Ph.D.For more information, go to the andra.chafouleas@uconn.edu)University of ConnecticutCitationChrist, T. J., Riley-Tillman, C. T., & Chafouleas, S. M.(2009, February) An emerging alternative forResponse to Intervention (RtI): Direct BehaviorRating (DBR), Paper presented at the annualconference for the National Association of SchoolPsychologists,yg , Boston,, MA.In addition, a special series of papers on Direct Behavior Ratingswill be published in Assessment for Intervention. The issue is inpress and will be published in Fall 2009.Christ, Riley-Tillman & Chafouleas (2009)1
NASP 20092/27/09Project VIABLEProject VIABLE:Validation ofInstruments forAssessingB h iBehaviorLongitudinally &EfficientlyResearch was supported inpart by a grant from theInstitute for EducationSciences, U.S. Department ofEducation html Historical Context–– Define Direct Behavior Ratings (DBR)––––– Social-emotional & Behavior AssessmentDaily Behavior Report Cards (DBRC)Direct Behavior RatingGuiding PrinciplesApplicationsTarget BehaviorsFormatsUse of DBR in PracticeChrist, Riley-Tillman & Chafouleas (2009)2
NASP 20092/27/09Historical Context:Social-emotional & Behavior Assessment Early 1980s Projective Testing Dominant –– Goh & Fuller, 1981, 1983; Goh, Teslow, & Fuller, 1981Rorschach, Draw-a-Person, and Thematic Appreciation Testidiosyncratic & personalized interpretation1990s: Decline in Projectives –––Hutton, Dubes, & Muir, 1992; Kennedy, Faust, Willis, & Piotrowski,1994; Stinnett, Havey, & Oehler-Stinnett, 1994Projectives still in useGreater emphasis on validity, reliability and empirical evidenceRatings scales emerging as a viable alternativeHistorical ContextRecent Practice Surveys indicate emphasis on ecology, behavior & intervention ––––(Demaray et al., 2003; Koonce, 2007; Shapiro & Heick, 2004)76% greater use of behavioral assessments (Shapiro & Heick, 2004)90% agreed that “behavioral assessments was valuable in linkingassessment to intervention”intervention (Shapiro & Heick,Heick 2004).2004)60 to 90% of cases included interviews, rating scales and directobservation (Shapiro & Heick, 2004)Ratings scales and interviews most valuable for Diagnosis of ADHD (Demaray et al., 2003) Provide the most valuable information (Cashel, 2002)Christ, Riley-Tillman & Chafouleas (2009)3
NASP 20092/27/09DBR Example (standard form)ObservethenRecordSo why, “Emerging Alternative?”Deno, S. L. (1985). Curriculum-basedmeasurement: The emerging alternative.Exceptional Children, 52(3), 219-232.––––General Outcome MeasurementReliable and ValidUseful for classroom decision-makingIdeographic databaseChrist, Riley-Tillman & Chafouleas (2009)4
NASP 20092/27/09Emerging Alternative: CBM Despite general agreement that we should routinely assess thestudent performance outcomes from instruction, generalagreement regarding how this should be done does not exist. Commercially distributed achievement tests are not alwayscongruent with curriculum objectives and teachers tend not tovalue the information obtained from themthem. Informal observation of performance is the approach used andpreferred by teachers.– Unfortunately, the reliability and validity of teachers' informalobservation of student academic performance is unknown.Emerging Alternative: DBR Despite general agreement that we should routinely assess thestudent performance in the classroom, general agreementregarding how this should be done does not exist. Commercially distributed rating scales are not useful forintervention and teachers tend not to value the informationobtained from themthem. Informal observation of social behavior is the approach usedand preferred by teachers.– Unfortunately, the reliability and validity of teachers' informalobservation of student social behavior is unknown.Christ, Riley-Tillman & Chafouleas (2009)5
NASP 20092/27/09Emerging Alternative: CBM An emerging alternative to commercial standardized tests andto informal observations is curriculum-based measurement(CBM) that combines the advantages of both.– By standardizing observation of performance in thecurriculum, CBM generates reliable data that is valid withrespect to widely used indicators of achievement such asachievement test scores and teachers' jjudgmentsgofcompetence.– These data are now being used to make screening, referral,IEP planning, pupil progress monitoring, and programoutcome decisions.– This article provides background on and illustrations of theuse of CBM in special educationEmerging Alternative: DBR An emerging alternative to (indirect) rating scales and toinformal observations is the method of Direct Behavior Rating(DBR) that combines the advantages of both.– By standardizing observation of performance in theclassroom, DBR generates reliable data that is valid withrespect to widely used indicators such as rating scales,interviews,, and teachers' judgmentsj gof competence.p– These data can be used to make screening, referral, IEPplanning, pupil progress monitoring, and program outcomedecisions.–This paper provides background and illustrationsof the use of DBR for Response to InterventionChrist, Riley-Tillman & Chafouleas (2009)6
NASP 20092/27/09Emerging Alternative: DBRAn emerging alternative to behavior rating scales,systematic direct observation and to informalobservations is direct behavior ratings (DBR)which combines the advantages of opment and Evaluation of Direct Behavior RatingsA METHODBY ANYOTHER NAMEChrist, Riley-Tillman & Chafouleas (2009)7
NASP 20092/27/09Good Bad or In Between(Chafouleas, Riley-Tillman, & McDougal, 2002)Got the ball rolling with a review of“Daily Behavior Report Cards” Observed many communicationand intervention applications Proposed ASSESSMENT applications––Proposed DBRC as a formative assessment measureProvided initial conceptualizationOther Names for the DBR(Riley-Tillman, Chafouleas, & Briesch, 2007) Daily Behavior Report Card (DBRC)Home-School NoteBehavior Report CardDaily Progress ReportGood Behavior NoteCheck In CheckCheck-InCheck-OutOut CardPerformance-based behavioral recordingAlso–––Self Management/Monitoring CardPoint CardTeacher Rating FormChrist, Riley-Tillman & Chafouleas (2009)8
NASP 20092/27/09Who already uses theDaily Behavior Report Cards (DBRC)?(Chafouleas, Riley-Tillman, & Sassu, 2006)Teacher Survey about DBRC:–Purpose –Types of Behaviors –60% use to change student behavior (Intervention)32% use to monitor (Assessment)32% use “routinely” for classroom management (Intervention)81% to identifyy positivepbehaviors,,77% to identify negative behaviorsFor Whom? 86% use with individual students19% with whole class9% with small groupsInitial Studies and Findings What do Daily Behavior Report Cards(DBRCs) measure? An initial comparison ofDBRCs with direct observation for off-taskbehavior –(Chafouleas, McDougal, Riley-Tillman, Panahon, & Hilt, 2005)Conclusion: a moderate association betweenteacher perceptions of behavior as measured byDBRC ratings and direct observation conductedby an external observer.Christ, Riley-Tillman & Chafouleas (2009)9
NASP 20092/27/09Initial Studies and Findings An analysis of the similarity of DirectBehavior Ratings and Systematic DirectObservation for off-task and disruptivebehaviors –(Riley-Tillman, Chafouleas, Sassu, Chanese, & Glazer, 2008)Conclusion: replicated moderate associationbetween teacher perceptions of behavior asmeasured by DBRC ratings and directobservation conducted by an external observer.Initial Studies and Findings Acceptability and reported use of DailyBehavior Report Cards among teachers –(Chafouleas, Riley-Tillman, & Sassu, 2006)Conclusion: provide support to previousclaims that the DBRC is both a used andaccepted tool in practiceChrist, Riley-Tillman & Chafouleas (2009)10
NASP 20092/27/09Initial Studies and Findings The consistency of Daily BehaviorReport Cards in monitoringinterventions –(Chafouleas, Riley-Tillman, Sassu, LaFrance, & Patwa, 2007)Conclusion: suggested similarconclusions might be drawn whenvisually examining data collected by anexternal observer using either systematicdirect observation or a DBRCThe End of the DBRC Line A school practitioner’s guide to usingDaily Behavior Report Cards to monitorinterventions –(Riley-Tillman, Chafouleas, & Briesch, 2007)The first “howhow toto” guide forpractitioners on DBRC forassessmentChrist, Riley-Tillman & Chafouleas (2009)11
NASP 20092/27/09The End of the DBRC LineDaily Behavior Report Cards(Description was limiting) “Daily”– Predefines schedule– Precludes alternatives– Atheoretical “Report Cards”– Communication emphasis– Precluded other usesWhat other descriptionmight have stronger - andtheoretically consistent implications for what weare trying to do?The Emerging MethodDescriptiveTheoreticalFoundationGuiding Principlesfor development andevaluationUsesApplicationsChrist, Riley-Tillman & Chafouleas (2009)12
NASP lDevelopment and Evaluation of Direct Behavior RatingsDIRECTBEHAVIORRATINGSWhat is Direct Behavior Rating? Atool that involves a brief ratingof a target behavior following aspecified observation period(e.g. class activity).–Single or (brief) Multi-ItemChrist, Riley-Tillman & Chafouleas (2009)13
NASP 20092/27/09Prior DBR-like ExamplesNumericRating Scale aMcCaffery & Beebe (1993)What does your pain feel like:-0None-1--2Mild-3--4--5- -6Moderate-7--8- -9Severe-10-Wong-Baker FacesR ti SRatingScalel bWong & Whaley (1986)DBR Example (standard form)Christ, Riley-Tillman & Chafouleas (2009)14
NASP 20092/27/09Direct Behavior RatingDirect establishes that theobservation and ratingoccur at the time andplace that behavior occurs.This minimizes––inference &retrospective judgmentsDirect Behavior RatingBehavior Christ, Riley-Tillman & Chafouleas (2009)the target of assessmentmust be accessible forobservation and evaluationby the intended rater.the preference is to observebehavior within thenaturalistic setting.contents/modalities forbehavioral assessment aremotor, physiological, andcognitive (Cone, 1978).15
NASP 20092/27/09Direct Behavior RatingRating quantify a person’sperception or attitudetoward something. DBR can be compared toany of a variety of otherproblem solving andbehavioral assessments–––SDOInterviewsbehavioral rating scalesInnferenceHighDirect Behavior Rating & Other Methods ofSocial/Emotional & Behavioral AssessmentHigh InferenceShorter LatencyHigh InferenceLonger LatencyAnecdotal NarrativeUnstructuredInterviewsPermanent ProductfromOffice ReferralsSemi‐structuredInterviewsDirect Behavior RatingLowSystematicDirectObservationBehavior RatingScalesPermanent Productfrom aToken EconomyLow InferenceShorter LatencyShorterInference - relativeobjectivity required togenerate dataLatency - relativeimmediacy andproximity between theoccurrence of behaviorand ratings/reportingLow InferenceLonger LatencyLongerLatencyChrist, Riley-Tillman & Chafouleas (2009)16
2/27/09HighNASP 2009High InferenceShorter LatencyHigh InferenceLonger LatencyAnecdotal NarrativeUnstructuredInterviewsInferencePermanent ProductfromOffice ReferralsSemi-structuredInterviewsIndirectDirect BehaviorRatingDirectPermanent Productfrom aToken EconomySystematicDirectObservationLowBehavior RatingScalesLow InferenceShorter LatencyShorterLow InferenceLonger index.htmlDevelopment and Evaluation of Direct Behavior RatingsGUIDING PRINCIPLESChrist, Riley-Tillman & Chafouleas (2009)17
NASP 20092/27/09Guiding PrinciplesDefensible standardization anddemonstrable technicaladequacy (e.g., accuracy,reliability, validity). A systematic line of researchis necessary and ongoing toevaluate and develop bothDBR procedures andinstrumentation.Guiding PrinciplesFlexible a wide variety of purposes,contexts and behaviors.–––Variety of instrumentsVariety of behaviorsVariety of purposes Christ, Riley-Tillman & Chafouleas (2009)screen and identify behaviorproblems,define the magnitude of problems,monitor progress and interventionevaluate problem solutionspart of a multi-method approach todiagnostic and classificationdecisions.18
NASP 20092/27/09Guiding PrinciplesEfficienta) ratings are completed bythose persons who arenaturally occurring in thecontext of interest, andb) rating are collected in briefperiods of time (i.e.(i e fewseconds), resulting inminimal disruption.Guiding PrinciplesRepeatable facilitates ongoing datacollection within andacross occasionsChrist, Riley-Tillman & Chafouleas (2009)19
NASP lDevelopment and Evaluation of Direct Behavior RatingsAPPLICATIONSApplications of DBRAssessment DBR provides information toevaluate child behavior andguide decisions––Christ, Riley-Tillman & Chafouleas (2009)"What percentage of time isSarah disruptive duringmath class?" or"What percentage of thetime is Immanuel compliantwith adult instructions?"20
NASP 20092/27/09Applications of DBRCommunication to share information amongthose key persons in a child'slife (e.g. teacher-child, homeschool, teacher-teacher).––––immediate and consistent feedbackabout student behaviorfosters shared responsibilitypy forstudent welfareestablish shared behavior goalsacross settings and personsIncreases opportunities forfeedback & positive attentionApplications of DBRIntervention substantial body of researchexists to demonstrate theeffectiveness ofinterventions that includeDBR as one componentChrist, Riley-Tillman & Chafouleas (2009)–Incentive Programs–Self Management21
NASP lDevelopment and Evaluation of Direct Behavior RatingsINSTRUMENTATION &PROCEDURESWhat, When, Where to ObserveInstrumentation What bx–– GeneralSpecificDefinitionsRating item(s)Christ, Riley-Tillman & Chafouleas (2009)Procedures When Where Who HowHoftenft that data arecollected22
NASP 20092/27/09Which behaviors will I rate? Academically Engaged: Academically engaged behavior isdefined as actively or passively participating in the classroom activity.– For example: writing, raising his/her hand, answering a question, talking about alesson, listening to the teacher, reading silently, or looking at instructional materials.Disruptive Behavior: Disruptive behavior is defined as a studentaction that interrupts regular school or classroom activity.–For example: out of his/her seat, fidgeting, playing with objects, acting aggressively,talking/yelling about things that are unrelated to classroom instruction.More problematic Compliance: To initiate/complete a response to an adult request in atimely and socially acceptable manner.–For example: following classroom directions/ instructions, responding to teacher within5 seconds, being respectful of others while complying, and responding withoutexhibiting any defiance.Standard DBRChrist, Riley-Tillman & Chafouleas (2009)23
NASP 20092/27/09DBR Format: 10 Gradients3 Point Scale10 Point ScaleDBR: Progress Monitoring BookletChrist, Riley-Tillman & Chafouleas (2009)24
NASP 20092/27/09DBR: Progress Monitoring BookletDBR: Progress Monitoring BookletChrist, Riley-Tillman & Chafouleas (2009)25
NASP 20092/27/09DBR: Progress Monitoring BookletAcademically EngagedHow Often?We recommend (5 to)10 datapoints per phase,but the emphasis is onideographic analysis andhigh/low stakes decisionsDisruptive velopment and Evaluation of Direct Behavior RatingsDBR IN PRACTICEChrist, Riley-Tillman & Chafouleas (2009)26
NASP 20092/27/09Response to InterventionAcademic SystemsBehavioral SystemsIntensive, Individual Interventions Individual Students Assessment-based High Intensity1-5%Targeted Group Interventions Some students (at-risk) High efficiency Rapid responseUniversal Interventions All students Preventive, proactive5-10%Intensive, Individual InterventionsIntensive Individual Students Assessment-based Intense, durable procedures1-5%5-10%80-90%Targeted Group Interventions Some students (at-risk) High efficiency Rapid response80-90%Universal Interventions All settings, all students Preventive, proactiveResponse to InterventionHigh StakesMore DataMore ResourcesMore IntensityIndividualized Goals & ObjectivesFrequent MonitoringFrequent ReviewIndividual GoalsMonthly/Biweekly MonitoringPlPlanneddRReviewiBenchmark 3-4 Times Per YearSome DataSome Resources Screen & IdentifyQuality InstructionSome IntensityLower StakesChrist, Riley-Tillman & Chafouleas (2009)27
NASP 20092/27/09Problem SolvingProblem Solving: Questions Define the Problem– Define theProblemWhy is it happening?Implement Plan– Is there a problem andwhat is it?Develop a Plan– Problem Solving: ProcessIs the interventionworking?Evaluate Effects–Develop aPlanEvaluateImplementPlanDid the intervention work?Assessment with PS & RtI Success if enabled by–––– Shared, low inference problem definitionsShared, low inference measurementShared, explicit process of data collectionShared, explicitppprocess of data useThe ecology is a critical variable–The interaction between the ecology and thestudent determines outcomesChrist, Riley-Tillman & Chafouleas (2009)28
NASP 20092/27/09Indicator of Behavior GOM for social behavior–General Outcome MeasureDynamic Indicator of Behavior (DIB)–Indicator of health–Behavioral thermometer–Dr. Ted ChristScreening & Problem DefinitionDefine theProblem Develop aPlanEvaluate ScreeningProblemIdentificationProblem DefinitionNorms & Criterion–ImplementPlan––Christ, Riley-Tillman & Chafouleas (2009)ClassroomGradeSchool29
NASP 20092/27/09Problem AnalysisDefine theProblemNot really an analysistool, but Develop aPlanEvaluate Like a scatter plot,––ImplementPlan––When does bx occur?Where does bx occur?Bx contingency?Bx function?Intervention MonitoringDefine theProblemAssessment––Develop �Home schoolHome-schoolSchool-schoolTeacher-Support TeamIntervention––Christ, Riley-Tillman & Chafouleas (2009)BaselineInterventionProgress MonitoringIncentive programSelf monitoring30
NASP 20092/27/09Intervention EvaluationDefine theProblem Develop aPlanEvaluateArchival time-seriesdata set to evaluate atthe conclusion (or atintervals) to evaluatesupport ex.htmlwww.directbehaviorratings.com/index.html Christ, Riley-Tillman & Chafouleas (2009)Add iinterventionttiand communicationpages31
NASP 20092/27/09Current - Future Directions DBR – BASIS–A web-basedapplication will serveto increase utility ofthe DBR inbehavioralassessment givenease of data entry,analysis, andpresentation.Questions?Discussion?Theodore J. Christ, Ph.D.tchrist.umn.eduChristopher Riley-Tillman, Ph.D.rilleytillmant@ecu.eduSandra M. Chafouleas, Ph.D.sandra.chafouleas@uconn.eduChrist, Riley-Tillman & Chafouleas (2009)32
NASP 20092/27/09Recent PublicationsChafouleas, S.M., Kilgus, S.P., & Hernandez, P. (in press). Using Direct Behavior Rating (DBR) toscreen for school social risk: A preliminary comparison of methods in a kindergartensample. Assessment for Effective Intervention.Chafouleas, S.M., Riley-Tillman, T.C. & Christ, T.J. (in press). Direct Behavior Rating (DBR): AnEmerging Method for Assessing Social Behavior within a Tiered Intervention System. Assessmentfor Effective Intervention.Christ, T.J., Riley-Tillman, T.C., & Chafouleas, S.M. (in press). Foundation for the Development andUse of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior . Assessment forEffective Intervention.Christ, T.J., & Boice, C.M. (in press). Rating scale items: A brief review of nomenclat
IEP planning, pupil progress monitoring, and program outcome decisions. – This article provides background on and illustrations of the use of CBM in special education Emerging Alternative: DBR An emerging alternative to (indirect) rating scales and to informal observations is the method of Direct Behavior Rating
Verbal Behavior Verbal Behavior (V) is a class of behavior that is reinforced through the mediation of other persons (Skinner, 1957, p.2). Verbal Behavior is the application of behavior principles to language. Verbal Behavior categorizes language responses into different categories based on the function of the response Verbal Behavior is a subset of the science of Behavior Analysis
1. Rating Analysis 2. Financial Information 3. Rating Scale 4. Regulatory and Supplementary Disclosure Rating History Dissemination Date Long Term Rating Short Term Rating Outlook Action Rating Watch 08-May-2021 AA A1 Stable Maintain - 16-May-2020 AA A1 Stable Maintain - 15-Nov-2019 AA A1 Stable Maintain - 17-May-2019 AA A1 Stable Maintain -
1. Rating Analysis 2. Financial Information 3. Rating Scale 4. Regulatory and Supplementary Disclosure Rating History Dissemination Date Long Term Rating Short Term Rating Outlook Action Rating Watch 16-May-2020 AA A1 Stable Maintain - 15-Nov-2019 AA A1 Stable Maintain - 17-May-2019 AA A1 Stable Maintain - 15-Nov-2018 AA A1 Stable Maintain -
C Sample Ratings Expiration Letter 119 D Changes Since the Previous Edition 120 INDEX 122. COURSE RATING MANUAL 1 SECTION 1 — INTRODUCTION The purpose of “The USGA Course Rating System” is to offer a “textbook” on the USGA Course Rating System. The USGA Course Rating System, including Slope Rating, was implemented by the USGA on .
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