An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students

2010 ◽  
Vol 48 (3) ◽  
pp. 219-246 ◽  
Author(s):  
Sandra M. Chafouleas ◽  
Amy M. Briesch ◽  
T. Chris Riley-Tillman ◽  
Theodore J. Christ ◽  
Anne C. Black ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Behavior Rating ◽  
School Students ◽  
Single Item ◽  
Direct Behavior Rating

scholarly journals Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

2018 ◽  
Vol 28 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Chelsea L. Hustus ◽  
Julie Sarno Owens ◽  
Robert J. Volpe ◽  
Amy M. Briesch ◽  
Brian Daniels
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Progress Monitoring ◽  
Report Card ◽  
Behavior Rating ◽  
Organizational Skills ◽  
Daily Report Card ◽  
Daily Report ◽  
Direct Behavior Rating ◽  
Treatment Sensitivity

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Effect of Positive Parenting Styles as Perceived by Middle School Students on Academic Achievement and the Mediation Effect of Self-Esteem and Academic Engagement

2021 ◽  
Vol 13 (23) ◽  
pp. 13233
Author(s):  
Jhong Yun (Joy) Kim ◽  
Eunbee Kim
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Parenting Styles ◽  
Academic Engagement ◽  
Self Esteem ◽  
Positive Parenting ◽  
Mediating Effect ◽  
Mediation Effect ◽  
School Students

This study aimed to identify how positive parenting styles as perceived by middle school students affect their academic achievement and to assess the mediation effect of self-esteem and academic engagement. Data concerning 2590 middle school first graders were obtained from the South Korea Children and Youth Panel Survey 2018, and data analysis was undertaken using the SPSS21.0, AMOS22.0, and PROCESS macro programs. This study identified significantly positive effects of positive parenting styles and academic engagement on self-esteem, and of academic engagement on academic achievement. Furthermore, self-esteem and academic engagement had a mediating effect on the relation between positive parenting styles and academic achievement. Therefore, educators should develop programs that improve positive parenting styles, and specific programs for middle school students to enhance their academic engagement and self-esteem.

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