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Sterling-Turner, Heather E.; Watson, T. Steuart

doi:10.1023/a:1014333305011

Cited by 38 publications

(3 citation statements)

References 42 publications

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“…Although the eight scales appear relatively equivalent, mean ratings would likely appear somewhat different had the continuous values been used. Second, despite precedence for the methodology within DBR literature (e.g., Chafouleas et al, 2009; Riley-Tillman et al, 2010) and beyond (Sterling-Turner & Watson, 2002; Sterling-Turner, Watson, Wildmon, Watkins, & Little, 2001), the use of undergraduate students as research participants is considered a limitation. Although previous research has highlighted similarities between teacher-generated ratings and those conducted by external raters who do not have competing demands on their attention (i.e., research assistants) (e.g., Chafouleas, Briesch, et al, 2010), it is unknown whether or not undergraduate students are as generally attuned to classroom behaviors as actual teachers or even graduate students.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Alternative Scale Formats on the Generalizability of Data Obtained From Direct Behavior Rating Single-Item Scales (DBR-SIS)

Briesch

Kilgus

Chafouleas

et al. 2012

Assessment for Effective Intervention

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The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales (i.e., differed with regard to number of gradients, length of scale, discrete vs. continuous). Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet. Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed.

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Section: Discussionmentioning

confidence: 99%

The Influence of Alternative Scale Formats on the Generalizability of Data Obtained From Direct Behavior Rating Single-Item Scales (DBR-SIS)

Briesch

Kilgus

Chafouleas

et al. 2012

Assessment for Effective Intervention

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“…This is promising evidence given that Allinder and Oats (1997) found that in the context of progress monitoring, teachers with higher degrees of acceptability gave more CBM probes and set higher goals for students, leading to higher levels of student growth. However, as previously stated in the literature, the presence of general acceptability does not directly translate to implementation (e.g., Shapiro & Eckert, 1993; Sterling-Turner & Watson, 2002). Although acceptability is highly correlated with use, it is not sufficient in predicting usability (Chafouleas et al, 2009).…”

Section: Discussionmentioning

confidence: 86%

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

Payan

Keller‐Margulis

Burridge

et al. 2018

Assessment for Effective Intervention

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National test data indicate that some students do not perform well in writing, suggesting a need to identify students at risk for poor performance. Research supports Written Expression Curriculum-Based Measurement (WE-CBM) as an indicator of writing proficiency, but it is less commonly used in practice. This study examined the usability of WE-CBM compared with Reading Curriculum-Based Measurement (R-CBM). Participants included 162 teachers who were given examples of WE-CBM and R-CBM and then completed a usability measure for both curriculum-based measurement (CBM) types. Teachers not only rated WE-CBM as usable but also rated R-CBM significantly higher in usability, with no significant differences in acceptability. Practical implications that may inform modifications to WE-CBM are discussed.

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“…Weekly coaching for particular populations with less experienced teachers is available as well. Sterling- Turner and Watson ( 2002 ) point out that direct modeling of how to implement a curriculum is more likely to ensure that the teacher really understands the process. Direct training works better than indirect training in regard to treatment integrity.…”

Section: Improving Implementation Fidelitymentioning

confidence: 99%

Preventive Mental Health at School

Macklem¹

2014

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Cited by 38 publications

References 42 publications

The Influence of Alternative Scale Formats on the Generalizability of Data Obtained From Direct Behavior Rating Single-Item Scales (DBR-SIS)

The Influence of Alternative Scale Formats on the Generalizability of Data Obtained From Direct Behavior Rating Single-Item Scales (DBR-SIS)

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

Preventive Mental Health at School

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