{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/612826"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/612826","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"Examining A Brief Behavior Progress Monitoring Tool's Sensitivity to Change","abstract":"Current research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed.","abstract_html":"Current research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed.","abstract_has_math":false,"creators":["Smith, Rhonda Lea"],"institution":"The University of Arizona.","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":"Graduate College","degree_department":null,"school":null,"contributors":[],"advisors":["Eklund, Katie R."],"committee_chairs":[],"committee_members":["Mather, Nancy","Sulkowski, Michael L.","Kilgus, Stephen P.","Eklund, Katie R."],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-24T00:55:23Z","subjects":["externalizing behavior","internalizing behavior","interventions","progress monitor","sensitivity to behavioral change","School Psychology","data-based decisions"],"languages":["en_US"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10150/612826","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Eklund, Katie R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Mather, Nancy","Sulkowski, Michael L.","Kilgus, Stephen P.","Eklund, Katie R."]},{"key":"dc:creator","label":"Author","values":["Smith, Rhonda Lea"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-06-13T16:45:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-13T16:45:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:publisher","label":"Institution","values":["The University of Arizona."]},{"key":"dc:type","label":"Dc Type","values":["text","Electronic Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate College","School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Arizona"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["externalizing behavior","internalizing behavior","interventions","progress monitor","sensitivity to behavioral change","School Psychology","data-based decisions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10150/612826"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Current research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed."]},{"key":"dc:title","label":"Title","values":["Examining A Brief Behavior Progress Monitoring Tool's Sensitivity to Change"]}]}],"canonical_facts":{"dc:contributor.advisor":["Eklund, Katie R."],"dc:contributor.committeemember":["Mather, Nancy","Sulkowski, Michael L.","Kilgus, Stephen P.","Eklund, Katie R."],"dc:creator":["Smith, Rhonda Lea"],"dc:date.accessioned":["2016-06-13T16:45:07Z"],"dc:date.available":["2016-06-13T16:45:07Z"],"dc:date.issued":["2016"],"dc:description.abstract":["Current research suggests schools face many barriers in effectively monitoring student's response to behavioral interventions in the classroom. The purpose of this study was to evaluate the FastBridge - Direct Behavior Rating (FastBridge-DBR), a brief, novel progress monitoring measure, designed to assess student behavioral change in response to a classroom behavioral intervention. Twenty-four elementary teacher-student dyads implemented a daily progress report intervention to promote positive student behavior during pre-specified classroom activities. FastBridge-DBR data were then collected for three target behaviors (i.e., Academic Engagement, Disruptive Behavior, Withdrawal) and compared to Systematic Direct Observation (SDO) data. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, effect size; Gresham, 2005) were used to examine sensitivity to change. The Usage Rating Profile - Assessment (URP-A) was used to evaluate teacher acceptability of FastBridge-DBR. FastBridge-DBR scores were highly correlated with SDO data, demonstrating evidence of concurrent validity. FastBridge-DBR change metrics were significantly correlated with SDO change metrics. Additionally, while teachers provided high acceptability ratings for FastBridge-DBR, there was a lack of association between teachers' ratings of acceptability and student behavioral change. Implications for practice, study limitations, and areas of future research are discussed."],"dc:identifier.uri":["http://hdl.handle.net/10150/612826"],"dc:language.iso":["en_US"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"dc:subject":["externalizing behavior","internalizing behavior","interventions","progress monitor","sensitivity to behavioral change","School Psychology","data-based decisions"],"dc:title":["Examining A Brief Behavior Progress Monitoring Tool's Sensitivity to Change"],"dc:type":["text","Electronic Dissertation"],"thesis:degree_discipline":["Graduate College","School Psychology"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Arizona"]},"updated_at":"2026-07-24T00:55:23Z"}