INTRODUCTION

1. BIBLIOGRAPHY SUMMARY AND CONCLUSIONS Project VIABLE: Teacher Preference Assessment of Direct Behavior Ratings (DBRs) Ajlana Music*, T. Chris Riley-Tillman*, Sandra M. Chafouleas**, Theodore J. Christ*** * East Carolina University, ** University of Connecticut, *** University of Minnesota . RESULTS RESULTS Project VIABLE This study represents one of the investigations initiated under Project VIABLE. Through Project VIABLE, empirical attention is being directed toward the development and evaluation of formative measures of social behavior involving a direct behavior rating (DBR). The goal of Project VIABLE is to examine the DBR through 3 phases of investigation including 1) foundations of measurement, 2) decision making and validity, and 3) feasibility.  Table 2 Mean and Standard Deviation of DBR Preference Statements Table 3 Mean and Standard Deviation of a DBR as an Assessment Tool A summary of participant responses to preference of DBR features are reported in Table 1. Participants ranked the 100 point scale as the one they were most likely to use (28%) followed by a 10 point scale (24%), a 3 point scale (13%), a 6 point scale (4%) and a 20 point scale (1%). The majority of responders (51%) ranked ‘teacher’ as the most appropriate rater completing a DBR. Nearly half of the teachers (45%) ranked 30-minutes as the preferred length of observation, followed by a full day (24%) observation. With regard to classes of academic and behavior problems, the responders indicated that severe academic (43%) and severe (35%) and minor behavior (35%) problems were most appropriate to be monitored with a DBR. In addition, 43% of participants ranked the DBRs as most suited for high stakes decision making. Mean ratings of participant DBR preference statements are presented in Table 2. As noted, participants preferred a 10 point rating scale (M= 3.17, SD= 1.28) followed by a 100 point rating scale (M= 2.98, SD= 1.47). More teachers preferred to rate students where behavior was worded in positive manner (M= 3.82 SD= 1.05) as opposed to negative manner (M= 2.45, SD= 1.26). Majority of participants preferred a 30 minute observation (M= 3.38, SD= 1.37) followed by a 60 minute observation (M= 3.17, SD= 1.28), of one behavior a the time (M= 4.02, SD= 1.09) followed by two behaviors (M= 3.19, SD= 1.00), and once a day (M= 3.38, SD= 1.32) followed by once a week (M= 2.99, SD= 1.12). Preferred terms used to describe a DBR included Daily Progress Report (M= 3.20, SD= 1.21), Behavior Report Card (M= 3.13, SD= 1.08) and Direct Behavior Rating (M= 3.06, SD= 1.36). Mean ratings of participant acceptability regarding the use of DBRs as an assessment tool are presented in Table 3. Participants were most willing to rate 2 students at once (M= 3.03, SD= 1.16) using a continuous line (M= 3.50, SD= 1.10) with descriptive anchors (M= 3.84, SD= 0.95). In addition, the participants indicated that DBRs are more effective for making medium stakes special education decisions (M= 3.18 SD= 0.75) and rating state behaviors (M= 3.46, SD= 0.89) . Table 1 Preference of DBR Features INTRODUCTION A DBR refers to the rating of a specified behavior at least daily and then sharing that information with someone other than the rater. In a review by Chafouleas and colleagues (2002), it was suggested that DBRs may be feasible, acceptable, effective in promoting positive student behavior, and provide a way to increase parent–teacher communication. Despite these characteristics and frequent reference in the literature, to date , only one study has formally examined the acceptability and reported use of DBRs among a national sample of teachers (Chafouleas, Riley-Tillman & Sassu, 2006). The findings report that the format of DBRs varies greatly, suggesting that teachers have found the DBRs to be highly adaptive in representing a broad array of possibilities rather then having a single, scripted purpose. In addition, the results supported previous claims that the DBR is both a used and accepted tool in practice, suggesting that DBRs deserve closer attention in research and practice related to positive behavior supports. Considering that acceptability has been hypothesized to be likely related to use as well as fidelity of implementation acceptability is an important concept to explore. Information about different facets of acceptability and current use among teachers will continue to aid in understanding how to better incorporate DBRs in practice as well as provide directions for future research. The purpose of the present study was to, in part, replicate the previous study by Chafoules, Riley-Tillman & Sassu (2006) as well as to investigate features of DBRs that are most preferred among teachers following a short training. Consistent with the previous study by Chafouleas, Riley-Tillman & Sassu (2006), the majority of teachers preferred being responsible for completion of the DBR form. More teachers preferred rating students when behavior was worded in positive manner, and completing ratings once per day after a specific block of time (as opposed to entire day). Finally, the teachers in this study preferred  the terms Daily Progress Report, Behavior Report Card, and Direct Behavior Ratings, whereas in the previous study,  DBRs were most likely referred to by some ‘other’ name (e.g. Daily Report Card, Home-School Note). Overall, responders perceived DBRs to be an acceptable tool for assessment purposes, and findings support directions related to development and evaluation of single item DBR scales.  Future research might examine the length of a training session as well as content, such as with and without feedback, in order to explore effects on accuracy of ratings in natural classroom settings. MATERIALS & METHODS Note: N=104. Participants were asked to rank order the items from (1) most to (5) least or (1) most to (3) least. Responses ranked as most (1) are presented. Note: N=104. Participants were asked to use a 5-point Likert scale with responses that range from strongly disagree (1) to strongly agree (5) . Note: N=104. Participants were asked to use a 5-point Likert scale with responses that range from strongly disagree (1) to strongly agree (5) . Participants were 104 elementary school teachers employed by the public schools in the southeastern region. Six workshops were organized within the schools where a doctoral student presented a 10 minute Powerpoint overview of the DBRs and the DBR standard form, prior to distributing the preference assessment. The assessment packet was created to assess participant acceptability of DBR features. The packet asked participants to provide demographic information, and answer questions regarding acceptability of the DBR as an assessment tool. Acceptability was assessed through use of a 5-item scale that incorporated a 5-point Likert scale with responses that range from strongly disagree (1) to strongly agree (5) as well as the rank order of items from (1) most to (5) least. CONTACTS For additional information, please direct all correspondence to Chris Riley-Tillman as rileytillmant@ecu.edu or Ajlana Music as AM0828@ecu.edu Preparation of this poster was supported by a grant from the Institute for Education Sciences (IES), U.S. Department of Education (R324B060014). Chafouleas, S.M., Riley-Tillman, T.C., & McDougal, J. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169. Chafouleas, S.M., Riley-Tillman, T.C., & Sassu, K. A. (2006). Acceptability and reported use of Daily Behavior Report Cards among teachers. Journal of Positive Behavior Interventions, 3, 174-182.