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Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)

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Title: Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)
Language: English
Authors: Sims, Wesley A., King, Kathleen R., Reinke, Wendy M., Herman, Keith, Riley-Tillman, T. Chris
Source: Grantee Submission. 2021 31(2).
Peer Reviewed: Y
Page Count: 32
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A100342
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Test Construction, Test Validity, Classroom Techniques, Faculty Development, Psychometrics, Interrater Reliability, Self Efficacy, Teacher Evaluation, Teacher Behavior, Elementary School Teachers, Self Concept Measures
Assessment and Survey Identifiers: Teachers Sense of Efficacy Scale
DOI: 10.1080/10474412.2020.1732990
Abstract: Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in "Journal of Educational and Psychological Consultation" (EJ1293543).]
Abstractor: As Provided
Notes: https://moprevention.org/request-data-2
IES Funded: Yes
Entry Date: 2023
Accession Number: ED625907
Database: ERIC
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  Data: Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in "Journal of Educational and Psychological Consultation" (EJ1293543).]
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