Using Direct Behavior Rating--Single Item Scales to Assess Student Behavior within Multi-Tiered Systems of Support.

Abstract

N DBR-SIS is a freely accessible, defensible, flexible, and feasible assessment method with a variety of applications for assessing student behavior. N An increased emphasis on collecting and using data in schools has occurred, in part, because of the implementation of multi-tiered systems of support (MTSS). Commonly referred to as response to intervention in the academic domain and school-wide positive behavioral interventions and supports in the behavioral domain, these initiatives have a common purpose that promotes a proactive screening approach to the identification and thus early intervention for student difficulties (Bohanon, Goodman, & McIntosh, 2009). Furthermore, multi-tiered systems emphasize routine collection of reliable and valid data to measure student progress (Sugai, 2009). These data allow for timely review to aid in decision making surrounding student supports. As such, the implementation of MTSS necessitates the selection and use of assessments that can provide information to identify students in need of intervention and monitor progress in response to intervention. Such assessments form the foundation for MTSS and are an essential and perhaps underemphasized component of MTSS. Multi-tiered systems can be either enhanced or limited by the quality of data collected as part of the process. That is, these systems can function well only if the data used in decision making are reliable and valid indicators of student performance. Therefore, for school administrators, selecting and using assessments within MTSS requires careful consideration. Although there are currently a number of validated assessments available for screening and progress monitoring in academic domains, a key issue for behavioral domains involves limited options that permit frequent, repeatable, and efficient assessment methods (Chafouleas, 2011). This is particularly problematic given that challenges related to student behavior are among the most problematic issues facing teachers and school administrators and are also frequently cited as primary concerns by the public (Liaupsin & Scott, 2008; Rose & Gallup, 2005). As a result, school personnel have often relied on developing and using their own behavioral assessment tools on a case-by-case basis to meet progress-monitoring needs. For example, common approaches to progress monitoring may include various types of behavioral point sheets, behavior contracts, or daily report cards. Unfortunately, these informal assessment tools may not be developed in a systematic manner and may not have properties consistent with quality data collection tools (Venn, 2012). That is, these tools may not necessarily provide reliable data or lead to valid inferences and may not demonstrate adequate sensitivity to measure behavior change. These tools often lack information regarding their technical adequacy and thus may lead to inappropriate decisions regarding student supports. For this reason, a freely accessible measure called Direct Behavior Rating–Single Item Scales (DBR-SIS) was developed to fill a gap in the landscape of validated behavioral assessment tools used within MTSS. Using

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