DBR-like tools have been commonly used and recommended as part of a behavioral intervention, particularly at the secondary (at-risk) level of intervention (e.g., Crone, Horner, & Hawken, 2004). In fact, perhaps one of the most attractive features of a DBR in intervention is the broad array of uses and applications that can extend across all levels of intervention focus (primary, secondary, tertiary). For example, DBR-like tools have been used in preschool through high school populations to provide information about positive and negative behaviors. In addition, such tools have been used to change a wide range of behaviors (e.g., assignment completion, physical aggression). Finally, DBR-like tools have been used in intervention planning for both individuals as well as a group of students (i.e., small group, whole class).

In Table 1, a few examples of empirical studies that have incorporated this type of behavior rating in intervention are provided. As summarized by Chafouleas and colleagues (2002), these ratings are highly flexible intervention tools in that they can vary according to the behavior to be rated (e.g., academic or social, increase or decrease in target behavior), type of rating system (e.g., checklist, scale), rating frequency (e.g., once daily, throughout the day, once weekly), rater (e.g., child, teacher), target of rating (e.g., individual, class-wide), frequency with which information is shared with another person (e.g., daily, weekly), consequence utilized (e.g., positive, negative), and setting of delivery of the consequence (e.g., home, school, other). This flexibility is an important strength of DBRs in that one common tool can be used to fit the needs of a variety of behavioral situations.