DBR - Special Journal Issues and Books

Special Journal Issues and Books

Behavioral Assessment within Problem-Solving Models Special Issue of School Psychology Review, Sept. 2010 Dr. Sandra Chafouleas, in collaboration with colleagues at Northeastern University, Louisiana State University, and the University of Washington, guest edited a special issue of School Psychology Review entitled Behavioral Assessment within Problem-Solving Models. She also co-authored the introductory article, "School-Based Behavioral Assessment within Problem-Solving Models: Current Status and Future Directions." The issue is unique in that it brings together many diverse perspectives regarding the issue of school-based behavior assessment within a problem-solving framework. Also included in the special series is a manuscript by Briesch, Chafouleas, and Riley-Tillman, which compares the generalizability and dependability of systematic direct observation and Direct Behavior Rating for estimating academic engagement. To view articles of the special issue, visit the Publications page of the National Association of School Psychologists' website.
Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System Special Issue of Assessment for Effective Intervention, June 2010 Guest Editors: Sandra M. Chafouleas, T. Chris Riley-Tillman, Theodore J. Christ Articles (in order of appearance): Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System Sandra M. Chafouleas, T. Chris Riley-Tillman, and Theodore J. Christ Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior Theodore J. Christ, T. Chris Riley-Tillman, and Sandra M. Chafouleas Using Direct Behavior Rating (DBR) to Screen for School Social Risk: A Preliminary Comparison of Methods in a Kindergarten Sample Sandra M. Chafouleas, Stephen P. Kilgus, and Paul Hernandez Examining the Use of Direct Behavior Rating on Formative Assessment of Classwide Engagement: A Case Study T. Chris Riley-Tillman, Scott A. Methe, and Kathryn Weegar An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements Gregory A. Fabiano, Rebecca Vujnovic, Justin Naylor, Meaghan Summerlee, and Melissa Robins Rating Scale Items: A Brief Review of Nomenclature, Components and Formatting to Inform the Development of Direct Behavior Rating (DBR) Theodore J. Christ and Christina M. Boice Extending DBR Use beyond Student Assessment: Applications to Treatment Integrity Assessment within a Multi-Tier Model of School-Based Intervention Delivery Lisa M. Hagermoser Sanetti, Sandra M. Chafouleas, Theodore J. Christ, and Katie L. Gritter Click here for direct access to the Special Issue.
School-Based Behavioral Assessment: Informing Intervention and Instruction Book: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: The Guilford Press. This indispensable book helps school practitioners go beyond putting a label on student behavior problems-it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and interpreting and organizing the results. Case examples tie it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms. Click here for direct access.