@article{ref1,
title="Formative behavioral assessment across eight constructs: dependability of direct behavior ratings and formative behavior rating measures",
journal="Journal of school psychology",
year="2023",
author="Volpe, Robert J. and Matta, Michael and Briesch, Amy M. and Owens, Julie S.",
volume="101",
number="",
pages="e101251-e101251",
abstract="Due to their promise as a feasible tool for evaluating the effects of school-based interventions, Direct Behavior Ratings (DBR) have received much research attention over the past 2 decades. Although DBR methodology has demonstrated much promise, favorable psychometric characteristics only have been demonstrated for tools measuring a small number of constructs. Likewise, although a variety of methods of DBR have been proposed, most extant studies have focused on the use of single-item methods. The present study examined the dependability of four methods of formative behavioral assessment (i.e., single-item and multi-item ratings administered either daily [DBR] or weekly [formative behavior rating measures or FBRM]) across eight psychological constructs (i.e., interpersonal skills, academic engagement, organizational skills, disruptive behavior, oppositional behavior, interpersonal conflict, anxious depressed, and social withdrawal). School-based professionals (N = 91; i.e., teachers, paraprofessionals, and intervention specialists) each rated one student across all eight constructs after being assigned to one of the four assessment conditions. Dependability estimates varied substantially across methods and constructs (range = 0.75-0.96), although findings of the present study support the use of the broad set of formative assessment tools evaluated.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2023.101251",
url="http://dx.doi.org/10.1016/j.jsp.2023.101251"
}