An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements

Autor/inn/en	Fabiano, Gregory A.; Vujnovic, Rebecca; Naylor, Justin; Pariseau, Meaghan; Robins, Melissa
Titel	An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements
Quelle	In: Assessment for Effective Intervention, 34 (2009) 4, S.231-241 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508409333344
Schlagwörter	Report Cards; Intervention; Hyperactivity; Content Validity; Interrater Reliability; Attention Deficit Disorders; Behavior Rating Scales; Psychometrics; Individualized Instruction; Special Education; Observation; Data Analysis; Elementary School Students + Suchen Sie Ihr Suchwort? Berichtszeugnis; Hyperaktivität; Interrater-Reliabilität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Psychometry; Psychometrie; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Beobachtung; Auswertung
Abstract	Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually, the majority of these children fall within Tiers 2 and 3 of a tiered intervention system because of a need for more intensive behavioral supports. Given the potentially variable behavior of these students in classroom settings and a concurrent need to demonstrate the effectiveness of intervention outcomes, frequent and sustained monitoring of goals and objectives is necessary. For this purpose, direct behavior rating scales such as a Daily Behavior Report Card (DBRC) may serve as an efficient and effective mechanism for progress monitoring. In a sample of 63 students with ADHD receiving special education services, initial psychometric information for the temporal stability, interrater reliability, and content validity of an idiographic, multi-item DBRC is presented. Procedures for integrating a DBRC into standard progress monitoring procedures likely to be useful in intervention monitoring at Tiers 2 and 3 are discussed. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10