Preliminary Investigation of the Impact of a Web-Based Module on Direct Behavior Rating Accuracy
Preliminary Investigation of the Impact of a Web-Based Module on Direct Behavior Rating Accuracy
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DOI：
10.1007/s12310-014-9130-z
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发表时间：
2015-06-01
影响因子：
2.6
通讯作者：
Harrison, Sayward E.
中科院分区：
文献类型：
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作者：
Chafouleas, Sandra M.;Riley-Tillman, T. Chris;Harrison, Sayward E.
本研究的目的是提供初步评估的基于网络的培训模块的评级准确性时，使用直接行为评级（DBR）。培训模块的组成部分包括：（a）概述，使用户熟悉使用该方法评估学生行为;（B）建模，包括参考框架培训;（c）多个练习机会，并立即获得纠正反馈。参与者包括90名本科生被分配到六个会议（三个实验和三个控制）之一。评定准确性作为结局指标，定义为评定者评分与来自专家DBR或系统直接观察（SDO）评分的比较之间的差异。评级目标包括学术参与，破坏性和尊重行为。DBR培训模块的完成通常会产生与通过DBR专家和SDO获得的分数更接近的评分，但具体结果在不同类型的评分中是混合的（即，行为目标和持续时间）和比较（即，DBR专家和SDO）。局限性，未来的研究方向，并为实践的影响进行了讨论。
The purpose of this study was to provide initial evaluation of a web-based training module on rating accuracy when using Direct Behavior Rating (DBR). Components of the training module included (a) an overview familiarizing users with assessing student behavior with this method, (b) modeling that includes frame-of-reference training, and (c) multiple opportunities to practice and receive immediate corrective feedback. Participants included 90 undergraduate students assigned to one of six sessions (three experimental and three control). Rating accuracy served as the outcome measure defined as the difference between the rater score and a comparison derived from an expert DBR or systematic direct observation (SDO) score. Rating targets included academically engaged, disruptive, and respectful behavior. Completion of the DBR training module generally yielded ratings that more closely compared with the scores obtained via DBR experts and SDO, yet specific results were mixed across type of rating (i.e., behavior target and duration) and comparison (i.e., DBR expert and SDO). Limitations, future research directions, and implications for practice are discussed.