Direct behavior rating as a school-based behavior universal screener: replication across sites.

Area of Science:

• Educational Psychology
• School Psychology
• Behavioral Assessment

Background:

• Universal screening is crucial for identifying students needing behavioral support.
• The Direct Behavior Rating Single Item Scale (DBR-SIS) is a potential tool for such screening.
• Evaluating the DBR-SIS's utility across different grade levels is essential.

Purpose of the Study:

• To assess the effectiveness of the Direct Behavior Rating Single Item Scale (DBR-SIS) for universal screening.
• To examine the DBR-SIS's utility for targets of disruptive, engaged, and respectful behavior.
• To determine grade-specific cut scores for DBR-SIS screening.

Main Methods:

• Teachers (N=78) from 13 schools rated 1108 students using DBR-SIS, Behavioral and Emotional Screening System, and Student Risk Screening Scale.
• Concurrent validity and diagnostic accuracy were supported by correlations and AUC statistics.
• Receiver operating characteristic curve analyses identified grade-specific cut scores.

Main Results:

• DBR-SIS demonstrated moderate to high concurrent validity and diagnostic accuracy.
• Cut scores varied by grade for disruptive and academically engaged behaviors, but not respectful behavior.
• Disruptive behavior screening was most appropriate for first grade; academically engaged behavior for fourth and seventh grades.

Conclusions:

• The DBR-SIS is a valid and accurate tool for school-based universal screening.
• Grade-specific cut scores enhance the DBR-SIS's diagnostic utility.
• DBR-SIS multiple gating procedures showed acceptable performance for identifying at-risk students.