Examining A Brief Behavior Progress Monitoring Tool's Sensitivity to Change

Persistent Link:
http://hdl.handle.net/10150/612826
Title:
Examining A Brief Behavior Progress Monitoring Tool's Sensitivity to Change
Author:
Smith, Rhonda Lea
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © 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.
Abstract:
Current 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.
Type:
text; Electronic Dissertation
Keywords:
externalizing behavior; internalizing behavior; interventions; progress monitor; sensitivity to behavioral change; School Psychology; data-based decisions
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; School Psychology
Degree Grantor:
University of Arizona
Advisor:
Eklund, Katie R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleExamining A Brief Behavior Progress Monitoring Tool's Sensitivity to Changeen_US
dc.creatorSmith, Rhonda Leaen
dc.contributor.authorSmith, Rhonda Leaen
dc.date.issued2016-
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.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.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectexternalizing behavioren
dc.subjectinternalizing behavioren
dc.subjectinterventionsen
dc.subjectprogress monitoren
dc.subjectsensitivity to behavioral changeen
dc.subjectSchool Psychologyen
dc.subjectdata-based decisionsen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSchool Psychologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorEklund, Katie R.en
dc.contributor.committeememberMather, Nancyen
dc.contributor.committeememberSulkowski, Michael L.en
dc.contributor.committeememberKilgus, Stephen P.en
dc.contributor.committeememberEklund, Katie R.en
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