Do Student Behavior Ratings Predict Response to Comprehensive Reading Approaches?

Background: For most instruction, there are individual differences in responsiveness, resulting in some children benefitting less than others. These child by instruction interactions have been shown to exist in reading instruction and interventions through cognitive factors. Student behavior, however, may be of influence in response to instruction and intervention, since it impedes with students’ ability to focus and attend to instruction.Methods: The potential moderation of students’ behavior ratings on reading instruction effectiveness was estimated on a data set including 3,024 students in K-3. Data came from eight independent studies evaluating multi-component reading approaches and were pooled using integrative data analysis. We estimated the interaction of student behavior ratings on treatment effectiveness both at the within and between classroom level.Results: Multicomponent reading approaches were effective in improving reading scores (b=0.48, p=.017, d=0.08). However, students with behavior ratings outside the average did not benefit from the approaches, while students with average ratings did benefit (range of behavior ratings: -1.61 – 0.68). At the classroom level, students in classrooms with a lower average of problem behaviors did not benefit from these approaches (average classroom behavior rating > -0.14).Conclusions: Our findings suggest behavioral characteristics of students are of influence on the effectiveness of multi-component reading approaches. In particular, students with problem behaviors do not benefit from reading instruction and intervention and may need additional supports.

Changes in Self- and Informant-Reported Frontal Behaviors in Parkinson’s Disease: A Longitudinal Study

Objective: Frontal behaviors (i.e., executive dysfunction, disinhibition, apathy) are common in Parkinson’s disease (PD). However, it is unclear if patient and informant reports of patient frontal behaviors are in agreement over time. Method: Sixty-two PD patients without dementia and their informants (87% spouses/partners) completed the self- and informant-versions of the Frontal Systems Behavior Scale at baseline and 2-year follow-up. Dyad ratings were compared and predictors of behavior ratings were examined. Results: Patient and informant reports at baseline and follow-up were in agreement, with significant increases in overall frontal behaviors, executive dysfunction, and apathy. Higher levels of baseline patient depression and caregiver burden predicted decrements in patient-reported executive function; worse patient cognition at baseline predicted worsening apathy as rated by informants. Conclusions: PD patients and their informants are concordant in their ratings of worsening frontal behaviors over time. Targeting patient depression, cognition, and caregiver burden may improve decrements in frontal behaviors (executive dysfunction and apathy) in PD.

Einzelfallbefunde zur Implementation des Marburger Konzentrationstrainings in den Mathe- und Deutschunterricht

Zusammenfassung. Probleme in der Aufmerksamkeit im Grundschulalter stellen für Schülerinnen und Schüler ein erhebliches Risiko für den weiteren Bildungserfolg dar ( Krause et al., 2014 ). Eine Möglichkeit betroffene Kinder zu unterstützen ist eine Förderung der verbalen Selbstinstruktion ( Mackowiak & Hungerige, 2007 ). Die Meta-Analyse von Briesch und Briesch (2016) ermittelt für diese Art der Förderung einen großen Interventionseffekt von φ = .93 in Bezug auf die Verbesserung des aufgabenbezogenen Verhaltens. Insbesondere wenn Schülerinnen und Schüler aufgefordert werden, ihr Verhalten über einen bestimmten Zeitraum hinweg mit Hilfe dieser Methode zu reflektieren, scheint erfolgsversprechend zu sein ( Briesch und Briesch, 2016 ). Die vorliegende Studie untersucht die Wirksamkeit des Marburger Konzentrationstrainings ( Krowatschek et al., 2017 ) mit anschließender Implementation in die Fächer Deutsch und Mathematik mit Hilfe einer Checkliste ( Hövel, 2016 ). Es werden zwei Einzelfälle analysiert. Beide besuchten eine inklusive Grundschulklasse und zeigten im Lehrerurteil Probleme in der Aufmerksamkeit. Die Evaluation erfolgte mittels Multi-Treatment-Design ( Jain & Spieß, 2012 ) und die Datenerfassung mit Hilfe des Direct Behavior Ratings ( Huber & Rietz, 2015 ). Die ermittelten Nonoverlapp-Indices zeigen ein heterogenes Bild während der Programmphase. Für die Implementationsphase konnten große Interventionseffekte ermittelt werden. Der Beitrag diskutiert die Ergebnisse inhaltlich, forschungsmethodisch und praktisch.

PRESCHOOL CHILD’S MOTHER’S PARENTING PRACTICES AND ACTIVE INVOLVEMENT WITH CHILD’S DIGITALLY-BASED ACTIVITY IN RELATION TO CHILD’S PROSOCIAL OR PROBLEMATIC BEHAVIOR

The aim of this research was to examine preschool children’s prosocial behavior as well as internalizing and externalizing problems in relation to their mothers’ parenting practices and active involvement with their child in the use of various digital technologies (television, computer, telephone, play stations), time spent and content of the child’s activities. Participating in the research were the mothers of 120 preschool children, aged 5 – 6 years old, 50 girls and 70 boys. Mothers completed the Child Behavior Checklist (Achenbach & Rescorla, 2000), prosocial behavior scale of the Strengths and Difficulties Questionnaire (Goodman, 1997), Block‘s Child Rearing Practices Report (Block, 1981), as adapted by Aunolo and Nurmi (Aunola & Nurmi, 2004) and also answered questions regarding the child’s time spent with digital technologies, the content of their activity (drawing, puzzles, games, etc.), and the mother’s degree of active involvement with her child during these activities. Results showed that mother’s active involvement with child’s digitally-based activity was associated with emotionally warm parenting, as well as with higher child’s prosocial behavior ratings. Regression analysis showed that lover mother’s involvement and punishment orientation in parenting was predictive of externalizing behavior ratings for boys. Results are discussed in relation to practical implications for parent-child relationships.

Evidence-Based Assessment and Single-Case Research: A Commentary for the Special Issue on Direct Behavior Ratings

The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using direct behavior ratings (DBR). Leveraging single-case research methods through adherence to the What Works Clearinghouse (WWC) standards, the articles included in the special issue provide examples for using DBR to assess student response-to-intervention while also illustrating a number of psychometric considerations that can strengthen the evidence base for progress-monitoring tools more broadly. In this commentary, we argue that the research included in the special issue provides a framework for conceptualizing evidence-based assessment for progress-monitoring instruments using single-case methods. Toward this end, the commentary provides an overview of the concept of evidence-based assessment and uses examples from the included studies to describe various facets.

Progress Monitoring Change in Children’s Social, Emotional, and Behavioral Functioning: Advancing the State of the Science

The studies in this special series examine the effectiveness of direct behavior ratings (DBRs) for use as a progress monitoring tool. In this article, we comment on the findings of the studies in the context of the broader school-based assessment movement and discuss areas for future inquiry within this line of research.