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Direct linkJohnson, Austin H.; Chafouleas, Sandra M.; Briesch, Amy M. – School Psychology Quarterly, 2017
In this study, generalizability theory was used to examine the extent to which (a) time-sampling methodology, (b) number of simultaneous behavior targets, and (c) individual raters influenced variance in ratings of academic engagement for an elementary-aged student. Ten graduate-student raters, with an average of 7.20 hr of previous training in…
Descriptors: Generalizability Theory, Sampling, Elementary School Students, Learner Engagement
Briesch, Amy M.; Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Christ, Theodore J. – Assessment for Effective Intervention, 2013
The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned…
Descriptors: Validity, Intervention, Measures (Individuals), Student Behavior
Chafouleas, Sandra M.; Briesch, Amy M.; Riley-Tillman, T. Chris; McCoach, D. Betsy – School Psychology Quarterly, 2009
The purpose of this study was to develop and provide an initial examination of a self-report measure of intervention usage called the Usage Rating Profile-Intervention (URP-I). From an initial pool of 55 items, results of exploratory factor analysis and reliability estimates supported a measure containing 35 items and four factors as relevant…
Descriptors: Intervention, Factor Structure, Factor Analysis, Self Evaluation (Individuals)
