Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior
By Theodore J. Christ, T. C. Riley-Tillman, Sandra M. Chafouleas. 2009
161 citations recorded by the source corpus.
Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/93fd518355e77c159b345de25e1a3cb235b3498c
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In Clinical Psychology
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Citations in the corpus
- School-Based Behavioral Assessment Within Problem-Solving Models: Current Status and Future Directions (2010, unknown): “Using guidelines offered by Christ, Riley-Tillman, and Chafouleas (2009), critical features of behavior assessments that have utility in a problem-solving model include the following: (a) defensibility (psychometric research that pro- vides evidence of validity for interpretation and use), (b)…”
- Direct Behavior Rating: A Review of the Issues and Research in Its Development (2011, background): “By definition, a DBR-SIS includes rating of a single behavior (or construct), of which data are generated across time and interpreted as time series data (e.g. each point serves as a data point on a time-series graph) (Chafouleas et al., 2009; Christ et al., 2009).”
- Evaluating Sensitivity to Behavioral Change Using Direct Behavior Rating Single-Item Scales (2012, methodology): “Direct Behavior Rating (DBR) is an emerging method of behavior assessment that combines characteristics of behavior rating scales and systematic direct observation (SDO; Chafouleas, Riley-Tillman, & Sugai, 2007; Christ et al., 2009).”