The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed. Keyword: social behavior assessment; direct behavior ratingsA clear literature base has been established indicating the importance of formatively assessing student behavior. Without reliable and valid outcome data, educators can spend unnecessary time and resources implementing ineffective intervention strategies, and/or student difficulties may go unnoticed. Progress monitoring has become a particularly salient issue as we strive to improve special education accountability. However, problems with the current mastery-based monitoring process have been noted. Fuchs and Fuchs (2003) suggested, for example, that a significant problem with the current mastery-based framework for individualized education plans is that, at best, it promotes procedural compliance rather than documentation of intervention effectiveness. In addition, effective and feasible behavior assessment tools are necessary not only for academic behaviors but also for social behaviors. As individualized education plans frequently include behavioral goals (e.g., increase time on task), educators working with identified students in public schools are increasingly being required to engage in behavioral assessment and intervention procedures. For these procedures to prove effective in applied settings, use of empirically supported yet feasible techniques to collect baseline data, set intervention goals, and evaluate intervention efficacy is necessary. The purpose of this study was to provide empirical evidence regarding one such technique, direct behavior ratings (DBRs). Specifically, the concurrent validity of DBRs and systematic direct observation (SDO) was examined.Historically, SDO has been a gold standard of behavioral assessment measures. Although not without limitations, SDO can allow for precise (i.e., reliable and accurate) measurements of specified behavior because the information is collected as the behavior actually occurs (Cone, 1978). However, two major disadvantages of SDO can affect its feasibility of use in applied settings such as schools. First, procedures for collecting SDO data can be highly time consuming, often resulting in a significant

In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. Limitations, future directions, and implications are discussed.

Bullying has been described as one of the most common and potentially serious forms of school violence. It is a pervasive problem affecting many students with serious adverse consequences for some. Given the prevalence of and consequences associated with bullying, we investigated the concept of bullying as applied to school settings. In this article, we discuss the need for an expanded definition of bullying, including particular considerations for differential behaviors between genders. Best practices for primary, secondary, and tertiary prevention of bullying behaviors in schools, and implications for school psychologists are also discussed.

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.

A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability. The participants in this study were 91 students in the ADHD clinical validity standardization sample of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3), as well as a control group of 63 students selected from the larger standardization sample. Students with ADHD and reading difficulties demonstrated a statistically significant greater amount of errors across tests of academic achievement. Findings from the study are discussed within the context of past research, as well as implications for the field of school psychology and practitioners.