The conceptual foundation for Direct Behavior Rating as a behavior assessment method is reviewed. A contemporary definition of Direct Behavior Rating is framed as combining strengths of systematic direct observation and behavior rating scales, which may result in a usable and defensible assessment tool for educators engaged in formative purposes. The rationale behind development of Direct Behavior Rating Single Item Scales as general outcome measures for school-based behavioral risk is provided. Research related to development of instrumentation and procedures for Direct Behavior Rating Single Item Scales is discussed, along with implications for future research and practice.
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