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Direct Behavior Ratings
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A Direct Behavior Rating is a tool with many potential uses including:
• Assessment
Provide "quick" assessment of behaviors, especially those not easily captured by other means or monitor student behavior over time.
• Communication
Increase communication.
(teacher-student, home-school)
• Intervention
As a component of an intervention package, particularly in self-management.
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News
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Current/Recent Research Studies:
• Preschool intervention study that use Direct Behavior Ratings as a communication tool
• Direct Behavior Ratings direct training study looking at the effects of direct training with corrective feedback on raters.
• Direct Behavior Ratings VIABLE study examining the importance of the duration of the rating the type of anchors used
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About Us
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 Sandra M. Chafouleas, Ph.D. Univ. of Connecticut Associate Professor, School Psychology Research Scientist, Center for Behavioral and Education Research
 T. Chris Riley-Tillman, Ph.D.
East Carolina University
Associate Professor, School Psychology
Director of the School Psychology Program
 Theodore J. Christ, Ph.D.
University of Minnesota
Assistant Professor, School Psychology
343 Education Sciences Building
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What does a Direct Behavior Rating look like?
Click the Direct Behavior Rating below to view it larger.
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"I was surprised at how easy it was to complete the Direct Behavior Rating forms. This information is really valuable in helping me understand what's happening in my classroom." Sue, Kindergarten teacher
 Welcome to the Direct Behavior Ratings website. This site is dedicated to disseminating information about Direct Behavior Ratings surrounding two specific purposes. The first purpose is to provide a unified platform for the presentation of research regarding Direct Behavior Ratings. Although Direct Behavior Rating-like tools has a long history of use in education, information about applications across assessment, communication, and intervention has not been compiled into a single source. The second purpose is to provide practical and user-friendly information about best practices in the use of Direct Behavior Ratings that can assist educators, students, and parents in supporting the success of students.
Why use Direct Behavior Ratings?
Changes to special education law along with growing use of problem-solving (e.g. RTI) frameworks in school settings have prompted a need for assessment methods capable of measuring student progress toward behavioral goals. Specifically, educators must employ measures that are reliable and valid, can be feasibility administered on a frequent basis, and sensitive to changes that may occur.
- Direct Behavior Ratings allow for feasible and effective assessment of behavior
- Direct Behavior Rating can enhance data-based communication about student behavior
- Direct Behavior Rating are valuable for use in evidence-based intervention efforts
- Direct Behavior Ratings have a flexible design facilitates use in RTI models
Direct Behavior Ratings are feasible, flexible, effective, and evidence-based tools that can be used across a range of purposes in educational environments.
For more information contact Sandra Chafouleas or Chris Riley-Tillman
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What are Direct Behavior Ratings?
A Direct Behavior Rating is a tool that involves observing and briefly rating student behavior, and then obtained information is shared with another individual (e.g. student, parents, other teachers) with the purpose of understanding how well the student is meeting behavioral expectations. Typically the classroom teacher serves as the rater. So at the most basic level, the Direct Behavior Rating provides data that can be used in the assessment of student behavior. Related, that information can be shared across contexts (e.g., home and school) to facilitate communication among important adults in students’ lives. Such information can be valuable for use in intervention efforts to enhance student performance. For example, when implementing a behavior contract, Direct Behavior Rating data may serve to inform whether behavioral goals have been met and a reinforcer should be delivered. Related, use of Direct Behavior Ratings by students (i.e., student serves as a rater) have powerful potential to assist in teaching students to self-manage their own behavior.
 Other terms that have been used to define Direct Behavior Rating-like tools include home notes, daily report cards, and home-school notes. However, although the intended uses in communication and intervention may be similar, the distinguishing characteristic of the term “Direct Behavior Rating” is the standardization of instrumentation (e.g., what does the scale look like?, what behaviors are rated?) and procedures (e.g., when will the rating be conducted?, who will complete the rating?) to allow the obtained data to be used across assessment purposes and occasions (e.g., screening, progress monitoring). That is, standard instrumentation and procedures allow for repeated use of the Direct Behavior Rating and then comparison of resulting data.
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