Examining the Use of Direct Behavior Rating on Formative Assessment of Class-Wide Engagement

Abstract

High-quality formative assessment data are critical to the successful application of any problem-solving model (e.g., response to intervention). Formative data available for a wide variety of outcomes (academic, behavior) and targets (individual, class, school) facilitate effective decisions about needed intervention supports and responsiveness to those supports. The purpose of the current case study is to provide preliminary examination of direct behavior rating methods in class-wide assessment of engagement. A class-wide intervention is applied in a single-case design (B-A-B-A), and both systematic direct observation and direct behavior rating are used to evaluate effects. Results indicate that class-wide direct behavior rating data are consistent with systematic direct observation across phases, suggesting that in this case study, direct behavior rating data are sensitive to classroom-level intervention effects. Implications for future research are discussed.

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