Citation

Chafouleas SM, Kilgus SP, Riley-Tillman TC, Jaffery R, Harrison S. J. Sch. Psychol. 2012; 50(3): 317-334.

Affiliation

University of Connecticut, USA.

Copyright

(Copyright © 2012, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2011.11.007

PMID

22656075

Abstract

This study examined the impact of various components of rater training on the accuracy of rating behavior using Direct Behavior Rating-Single Item Scales (DBR-SIS). Specifically, the addition of frame-of-reference and rater error training components to a standard package involving an overview and then modeling, practice, and feedback was investigated. In addition, amount of exposure to the direct training component (i.e., number of practice and feedback opportunities) was evaluated, and the rates at which behavior was displayed were carefully manipulated to control for and evaluate training impact by target and rate of behavior. The sample consisted of undergraduate students assigned to one of 6 possible conditions. Overall findings suggested that completion of a training package did result in enhanced accuracy when using DBR-SIS to rate academic engagement and disruption. However, results also supported that the most comprehensive package of DBR training may not always result in greater improvements over a standard package involving direct training. In general, a more intensive training package appeared beneficial at improving ratings for targets that had previously been difficult to rate accurately (e.g., medium rate disruptive behavior). Limitations and implications for future research are discussed.

Language: en