Direct Behavior Ratings and Daily Behavior Cards

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Direct Behavior Ratingsand Daily Behavior Cards

• Amy Jablonski,
• A.T. Allen Elementary School
• Assistant Principal for Instruction
• Leah Mills,
• A.T. Allen Elementary School
• Second Grade Teacher

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Direct Behavior Rating and Daily Behavior Cards

• Objectives
• What is a Direct Behavior Rating?
• Why use Direct Behavior Ratings?
• How can Direct Behavior Ratings be used with PBIS
  and RtI?
• Explore the effectiveness of whole school Daily
  Behavior Card.
• School site example of Daily Behavior Cards

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Direct Behavior Ratings

• Definition Assessment tool that combines
  characteristics of systematic direct observation
  and behavior rating scales.
• SDO- method of behavioral assessment that
  requires a trained observer to identify and
  operationally define a behavior of interest, use
  a system of observation in a specific time and
  place, and then score and summarize the data in a
  consistent manner (Salvia Ysseldyke, 2004
  Riley-Tillman, Kalaber, Chafouleas, 2006)
• Rate 1 target behavior (ex degree to which a
  student is engaged in activity)
• Use a scale to rate the degree to which that
  behavior was displayed during specified time
• Target for short amount of time

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Direct Behavior Ratings Background

• CURRENT/TRADITIONAL
• Most behavioral data has been collected from
  office referrals
• Not able to capture all behaviors
• Not sensitive to individual student needs
• Compiled after long a set period of time
• (month, semester, year)
• Formative data has been used to progress monitor
  academics (curriculum based measurements)

• DBRs
• Rating target on a behavior scale for one
  behavior (ex off task behavior during class)
• DBRs are designed to be used formatively and for
  specific amount of time

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ExampleStandard DBR
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Direct Behavior Ratings Overall Purpose

• Used to assess the effectiveness of an
  intervention
• Document student progress
• Communication within the school
• Home-school consistency and communication

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Direct Behavior Ratings Characteristics

• DBRs are designed to be used formatively
  (repeated) and for specific amount of time (3
  weeks) and rates a specific behavior
• Specified behavior
• Data is shared with team members
• Card serves as progress monitoring tool for
  effectiveness of intervention
• Flexibility to design actual rating and
  procedures based on student need
• (Chafouleas, Riley-Tillman McDougal, 2002)

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DBRs Must Have

• Behavior must be operationally defined
• Observations conducted using standard procedures
• Used at predetermined specific time, place, and
  frequency
• Data must be scored and summarized in consistent
  matter
• When put together equals a systematic DBR

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When to use

• When should you use DBRs?
• Guiding questions
• Why do you need the data?
• Which tools are the best match to assess the
  behavior of interest?
• What decisions will be made using the data?
• What resources are available to collect the data?
• When multiple data are needed on the same
  student(s) and/or behavior(s)

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When to use

• Limited resources
• Low-priority situations
• Educators are willing to use
• Answering the following questions
• Is a class-wide intervention effective for
  changing a particular students problematic
  behavior?
• Does a child continue to display a behavior when
  this intervention is put in place?
• Frequent data is needed

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Guiding Questions for Creating a DBR

• What is the target behavior and goal?
• Focus on specific behavior
• What is the focus of the rating?
• Individual, small-group, or class-wide
• What is the period of rating?
• Specific school period, daily or other
• What is the setting of observation?
• Classroom or other location

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Guiding Questions for Creating a DBR

• How often will data be collected?
• Multiple times a day, daily, weekly
• What is the scale for rating that will be used?
• Checklist, Likert-type scale, continuous line
• Who will be conducting the rating?
• Classroom teacher, aide, or other educational
  professional
• Will ratings be tied to consequences?
• Consequences must be consistently delivered by
  person responsible

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• Points to consider when creating DBRs

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Designing the Card What and Who

• Define the target behavior and who is the focus
  of the rating
• Increase positive behaviors
• Decrease negative behaviors
• Individual student/small group

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Designing the Card Scale

• Decide what scale will be used
• Maturity of the individual being rated
• Smiley faces
• Likert-type scale
• Recommended to use 1-10 vs 1-5
• Continuous line
• Check list

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Direct Behavior Ratings

• Example of rating scales
• 1-10 (1 being no behavior observed)
• Faces (happy, neutral, sad)
• Continuous line
• Check mark
• Must be rater friendly and easy to implement
  across all settings

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Options for DBR Scales
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Designing the Card When, Where, and How Often

• Frequency of collection
• Specific period of time
• Entire day
• Record immediately
• Frequency of summary
• Daily
• Weekly
• Location
• Where behavior is noticed

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Designing the Card Who Will Conduct Rating

• Classroom teacher or adult with student most of
  the day
• Word of caution Profiling the attributes of a
  student
• Increased efficiency
• Willingness to rate
• Same rater avoids inconsistencies
• Chafouleas, Christ, et al., 2007 Chafouleaus,
  Riley-Tillman, et al., 2007

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Designing the Card Who Will Conduct Rating

• Caution DBR data is the raters perception of
  student behavior
• H. Walker has found
• Teachers universally endorse a similar profile
  of attributes, yet differ significantly in their
  tolerance levels for deviant behavior.

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Designing the Card Who Will Conduct Rating

• Student Self-Monitoring
• Intervention for teaching behavior
• Effective for a variety students
• Success
• Teaching to accuracy
• Initially compare
• Positively reinforce

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Designing the Card Will there be consequences?

• Will consequence be involved with DBR
• Individual basis
• Positive reinforcements
• Communication between school and home
• Consequences at home as result of ratings on DBR
• Same language/same expectation

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After Implementation

• Fidelity
• Does rater compete the DBR as specified?
• Completed at right time of day?
• Periodically check in with rater
• Integrity checklist
• If fidelity is an issue
• Discussion with feedback
• Modify plan
• Review acceptability of DBR with rater

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Matching Data

• Does the DBR data correspond with other sources?
• Situation Teachers perception of students
  behavior and the students behavior do not
  correspond.
• Hypothesis
• 1. The student (or teacher) behaves differently
  when school psychologist is present
• 2. Teachers is measuring something different
  than target data
• 3. Teacher does not perceive a positive effect
  that the intervention has
• Solution dialogued and discussion

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Summarizing Data

• Summarize relevant to the scale being used
• Averages per week
• High or low ratings
• Bar chart
• Line graph

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• Strengths of DBRs

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High Flexibility

• Preschool through high school
• Wide range of behaviors
• Individual or large group
• Effective to monitor hard to notice behaviors
• Outbursts and obvious behaviors easily noticed in
  short observation

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High Feasibility, Acceptable, Familiar

• Teachers are accepting of DBR as tool and
  intervention
• School psychologists accept DBR as intervention
  monitoring tool
• Familiar language for teachers
• Becomes part of daily routine

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Progress Monitoring

• Constructed in a way to be connected to
  behavioral expectations
• Administered quickly
• Available in multiple forms
• Inexpensive
• Completed directly following specific rating time
• Set goals and progress monitor
• Increase communication between home and school

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Reduced Risk of Reactivity

• Reactivity effect teacher and students will
  behave in atypical ways
• Research findings
• Increase the rate of prompt or positive feedback
  to the target student
• (Hey, Nelson, Hay, 1977, 1980)
• Behavior can be documented entire day
• One observer interrupts classroom space

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• Weaknesses of DBRs

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Rater Influence

• Influence of raters not fully understood
• May be less accurate estimate of students actual
  behavior during rating period
• History with student
• Sattler (2002) Research
• Low reliability
• Scale issues
• Time delay between observation and recording

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Limited Response Format

• Less sensitivity to change compared to systematic
  direct observation
• Same score given to student not displaying the
  behavior and student displaying behavior at a low
  frequency

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Is this really new?

• No.Other names for DBRs include
• Home-School Note
• Behavior Report Card
• Daily Progress Report
• Good Behavior Note
• Check-In Check-Out Card
• Performance-based behavioral recording

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• Whole-School Based Assessment Approach

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School-Based Behavioral Assessment

• Tier I (primary level)
• assessment efforts are preventive and proactive
  indicators of performance
• Tier II (secondary level)
• assessment efforts focused on select group of
  students deemed for at risk
• progress monitoring
• Tier III (tertiary level)
• assessment focused on individual student
• progress monitoring

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Behavioral Assessment Whole School Approach

• Use whole-school data to determine what, how,
  where, and when behaviors are occurring
• Proactive approach to determining potential
  problem areas and student concerns
• Assists with Special Education
• Behavior goals
• Progress monitoring

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Behavioral Assessment Whole School Approach

• Productive and effective school environment
• Clear expectations
• Common language
• Immediate conversations
• Communication within the school

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• School Site Example
• Whole School Approach and DBRs

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A.T. Allen Elementary School

• Cabarrus County
• K-5 Elementary School
• Full Title I school
• Demographics
• 54 free and reduced lunch
• 27 Hispanic population
• EC population- resource, speech, self-contained
  classroom (previous years)

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Behavior Cards

• Created over 15 years ago
• Track student behavior
• Communication in school and with home
• Movement to Positive Discipline
• Based on administration and staff expectations
  (SIT team)

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Early Version of Behavior Card
Sent home weekly Students were to earn a point
each hour of the day. Different card at each
grade level
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Behavior Cards

• Adjusted over time
• Same card for entire school
• Creation of daily cards as an option
• Carbon copy

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Behavior Cards toResponsibility Cards

• Need for change
• Change in staff
• Buy in not present
• Inconsistent use of card in school
• Implementation of Positive Behavior Intervention
  Support

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Responsibility Cards
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Responsibility Cards

• Matched expectations with PBIS expectations
• Be Safe, Be Responsible, Be Respectful
• Added location column
• Assist with communication
• Data collection to choose intervention
• Ex bathroom vs. classroom
• Focus on area of need more targeted
• Sent home daily for all students vs. weekly
• Communication
• Teacher remembering incident

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Classroom Application
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Daily Behavior Cards

• Increases in-school communication
• Student accountability in common areas and all
  classes
• Parent communication
• Track behavior for each hour
• Specific behavior noted
• Data driven decisions
• Individual student plans made
• Time of day
• Location
• Determine effectiveness of intervention

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Parent Perspective
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Daily Behavior Cards and DBRs Together

• Use data on card to target behavior
• Choose Daily Behavior Rating scale
• Match student needs
• Ease of teacher use
• Implement intervention
• Keep data on that one target behavior using DBR

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Daily Behavior Cards and Daily Behavior Ratings
Together

• Progress monitor on behavior
• Graph data
• Use data to make decision
• Discontinue intervention
• Change intervention
• Move to next Tier/Level
• Continue to use Daily Behavior Card throughout
  day

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Key Points

• Clear definition of behavior
• Training/information for staff members involved
• Same language
• Same policy for rating
• Choices for re-teaching opportunities

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Writing IEP Objectives
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Student Example

• Found target behavior
• Created DBR
• Implemented intervention
• Collected data
• Progress monitored
• Used data to make decision
• Continued progress monitoring

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Example

• Target behavior tantruming
• Clear definitions of mild, moderate, severe
• Tracking in all areas of the school
• Training on ratings given to needed staff members

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Beginning Data Collection
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Graph DBR
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What do the students say?
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Staff Insight
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Administrative Support
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• Questions/Comments.

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Resources

• www.interventioncentral.org - This website offers
  an extensive resource on using behavior ratings
  in the Classroom Behavior Report Card Manual.
• Chafouleas, S.M., Riley-Tillman, T.C., Sugai,
  G. (in press). Behavior Assessment and Monitoring
  in Schools. New York Guilford Press.
• Crone, D. A., Horner, R. H., Hawken, L. S.
  (2004). Responding to problem behavior in
  schools The behavior education program. New
  York Guilford Press.
• Jenson, W.R., Rhode, G., Reavis, H.K. (1994).
  The Tough Kid Tool Box. Longmont, CO Sopris
  West.
• Kelley, M.L. (1990). School Home Notes Promoting
  Childrens Classroom Success. New York Guilford
  Press.
• Shapiro, E.S., Cole, C.L. (1994). Behavior
  change in the classroom Self management
  interventions. New York Guilford Press.

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For More Information

• Amy Jablonski, A.T. Allen Elementary School
• ajablons_at_cabarrus.k12.nc.us
• Leah Mills, A.T. Allen Elementary School
• lmills_at_cabarrus.k12.nc.us
• Charouleas, S., Riley-Tillman, T. C., Sugai, G.
  (2007). School-Based Behavioral Assessment
  Informing intervention and instruction.
• RILEYTILLMANT_at_ecu.edu