Journal article
A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention
Assessment for effective intervention, Vol.46(4), pp.316-321
09/01/2021
DOI: 10.1177/1534508420944231
Abstract
Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring interventions, the degree to which teachers and students agree in their assessment of students' behavior is unknown. In this study, a self-monitoring intervention in which both teachers and students rated the students' behavior, we analyzed 249 fixed interval ratings of behavior from 19 student/teacher pairs to determine the relationship between ratings within and across teacher/student pairs. We found a strong correlation overall (r=.91), although variability existed within individual pairs and student ratings tended to be higher than teacher ratings. We discuss implications for practice, limitations, and future directions.
Details
- Title: Subtitle
- A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention
- Creators
- Allison Bruhn - University of IowaSheila Barron - University of IowaBailey Copeland - Vanderbilt UniversitySara Estrapala - University of IowaAshley Rila - University of IowaJoseph Wehby - Vanderbilt University
- Resource Type
- Journal article
- Publication Details
- Assessment for effective intervention, Vol.46(4), pp.316-321
- DOI
- 10.1177/1534508420944231
- ISSN
- 1534-5084
- eISSN
- 1938-7458
- Publisher
- SAGE Publications
- Number of pages
- 6
- Grant note
- 05202017 / Iowa Measurement Research Foundation 510-14-2540-00000-13607400-6200-000-00000-20-0000 / Institute of Edu-cation Sciences; US Department of Education
- Language
- English
- Date published
- 09/01/2021
- Academic Unit
- Center for Social Science Innovation; Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371108302771
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