| dc.creator |
Kilgus, Stephen P. |
|
| dc.date |
2013-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:21:07Z |
|
| dc.date.available |
2015-08-12T11:21:07Z |
|
| dc.identifier |
doi:10.3776/joci.2013.v7n1p79-99 |
|
| dc.identifier |
1937-3929 |
|
| dc.identifier |
https://doaj.org/article/90ebb21581e54f298210ddad7ad98cd6 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28722 |
|
| dc.description |
With the advent of multi-tiered problem solving frameworks, including positive behavior interventions and supports (PBIS), has come increasing emphasis on general education classroom teachers serving as data collectors, assessors, and interventionists for students demonstrating problem behavior. As such, there is need for teachers to have access to strategies that can be used as a foundation of service delivery and that are appropriate in assessment, intervention, and communication across a wide range of students and situations. Research suggests that Direct Behavior Rating (DBR) is a particularly promising tool for tracking student progress, affecting change in student behavior, maintaining and generalizing treatment effects over time and settings, and enhancing communication between school professionals and families. This article offers an overview of DBR and its various uses and suggestions for practitioners in implementing it as a tool for Tier 2 support. |
|
| dc.language |
English |
|
| dc.publisher |
East Carolina University |
|
| dc.relation |
http://www.joci.ecu.edu/index.php/JoCI/article/view/227/pdf |
|
| dc.relation |
https://doaj.org/toc/1937-3929 |
|
| dc.source |
Journal of Curriculum and Instruction, Vol 7, Iss 1, Pp 79-99 (2013) |
|
| dc.subject |
Direct Behavior Rating |
|
| dc.subject |
Behavior Assessment |
|
| dc.subject |
Social Behavior |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Use of Direct Behavior Ratings as the Foundation of Tier 2 Service Delivery |
|
| dc.type |
article |
|