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dc.contributor.advisorEklund, Katie R.en
dc.contributor.authorSmith, Rhonda Lea
dc.creatorSmith, Rhonda Leaen
dc.date.accessioned2016-06-13T16:45:07Z
dc.date.available2016-06-13T16:45:07Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10150/612826
dc.description.abstractCurrent research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectexternalizing behavioren
dc.subjectinternalizing behavioren
dc.subjectinterventionsen
dc.subjectprogress monitoren
dc.subjectsensitivity to behavioral changeen
dc.subjectSchool Psychologyen
dc.subjectdata-based decisionsen
dc.titleExamining A Brief Behavior Progress Monitoring Tool's Sensitivity to Changeen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
dc.contributor.committeememberMather, Nancyen
dc.contributor.committeememberSulkowski, Michael L.en
dc.contributor.committeememberKilgus, Stephen P.en
dc.contributor.committeememberEklund, Katie R.en
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSchool Psychologyen
thesis.degree.namePh.D.en
refterms.dateFOA2018-05-18T10:03:12Z
html.description.abstractCurrent research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed.


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