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Dependability of Two Scaling Approaches to Direct Behavior Rating Multi-Item Scales Assessing Disruptive Classroom Behavior
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Volpe, Robert J.; Briesch, Amy M. – School Psychology Review, 2016
This study examines the dependability of two scaling approaches for using a five-item Direct Behavior Rating multi-item scale to assess student disruptive behavior. A series of generalizability theory studies were used to compare a traditional frequency-based scaling approach with an approach wherein the informant compares a target student's…
Descriptors: Scaling, Behavior Rating Scales, Behavior Problems, Student Behavior
Generalizability and Dependability of Single-Item and Multiple-Item Direct Behavior Rating Scales for Engagement and Disruptive Behavior
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Volpe, Robert J.; Briesch, Amy M. – School Psychology Review, 2012
Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the overwhelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the…
Descriptors: Video Technology, Behavior Rating Scales, Student Behavior, Graduate Students
Classroom Observations of Students with and without ADHD: Differences across Types of Engagement
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Junod, Rosemary E. Vile; DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Cleary, Kristi S. – Journal of School Psychology, 2006
The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of…
Descriptors: Attention Deficit Disorders, Hyperactivity, Student Behavior, Mathematics Instruction