Direct Behavior Rating: Linking Assessment, Communication, and Intervention - Hardcover

Briesch, Amy M.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Bundock, Kaitlin

9781462525843: Direct Behavior Rating: Linking Assessment, Communication, and Intervention

Hardcover

ISBN 10: 1462525849 ISBN 13: 9781462525843

Publisher: Guilford Press, 2016

Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

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Review:

"A seminal contribution. I believe this book will be the gold standard and go-to resource on DBR for the next decade. It is rare to see such comprehensive coverage of a methodological tool and the diversity of applications and resulting outcomes. In addition to its valuable contributions to the knowledge base on DBR, this book helps advance the field of assessment generally. DBR combines the best of systematic direct observation and behavior rating scales into a workable, logical approach that produces very useful information."--Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute

"Collecting high-quality behavioral data in classrooms can be intrusive and time-consuming. This book offers a simple solution. The authors are among the top researchers currently applying DBR to effective problem solving. School practitioners will find this a clear how-to guide for using DBR to conduct schoolwide response-to-intervention (RTI) screenings, to track students' response to behavioral interventions, and to foster better communication across people and settings. School administrators will appreciate the book's pragmatic suggestions for integrating DBR into building- and districtwide problem solving."--Jim Wright, MS, CAS, RTI consultant and trainer, New York

"Our field has lacked a practical and valid method for ongoing evaluation of student progress and responsiveness to interventions. DBR fills this gap, offering an easy-to-use strategy that is sensitive to change in student behavior. This book is a 'must' for all educators and practitioners, who will find DBR indispensable for informing intervention decisions. The clear, straightforward writing style provides for an instructive, enjoyable read. Accompanying case examples offer additional clarity and cover a wide age span; practitioner-friendly checklists, blueprints, and forms will greatly facilitate implementation. Importantly, application of DBR is contextualized within existing schoolwide systems, and procedures are suggested for seamlessly using it in conjunction with other sources of data."--Lee Kern, PhD, College of Education, Lehigh University

"Briesch, Chafouleas, and Riley-Tillman do a wonderful job of bringing to life their long line of research on the multiple applications of DBR. The authors demonstrate their passion and dedication for creating a tool that is easily accessible to all types of users. The book’s easy-to-follow step-by-step guides and worksheets allow DBR to be understood by school-based practitioners and researchers alike. It presents ecologically valid assessment and intervention strategies that will doubtless make educators’ lives easier and help to reduce problem behavior in classrooms."--Lindsey M. O’Brennan, PhD, Department of Educational and Psychological Studies, University of South Florida

About the Author:

Amy M. Briesch, PhD, is Associate Professor in the Department of Applied Psychology at Northeastern University. Her primary research interests include the role of student involvement in intervention design and implementation, and the development of feasible and psychometrically sound measures for the assessment of student behavior in multi-tiered systems of support. Dr. Briesch is Associate Editor of the Journal of School Psychology and a recipient of the Lightner Witmer Award for early-career scholarship in school psychology from Division 16 of the American Psychological Association. She has authored over 50 peer-reviewed journal articles, books, and book chapters.

Sandra M. Chafouleas, PhD, is Professor in the Department of Educational Psychology at the Neag School of Education, University of Connecticut. Her research focuses on school-based behavior assessment and intervention and school mental health. Dr. Chafouleas is a member of the Society for the Study of School Psychology and a Fellow of both the American Psychological Association and the Association for Psychological Science. She has authored over 150 articles, book chapters, and books.

T. Chris Riley-Tillman, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is editor of The Guilford Practical Intervention in the Schools Series.

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