Individual Formative Assessment of Behavior (IFAB):
Development and Validation of a Web-based System for Monitoring Social Behavior: This project is funded by the Institute of Education Sciences (IES). The goals of the project are to conduct a series of studies in which we develop and validate a set of items/rating scales that assess academic enablers (e.g., study skills, interpersonal skills, motivation/engagement) and disruptive behavior (e.g., noncompliance) to evaluate a student’s response to school-based behavioral interventions. The studies will focus on item selection, the evaluation of the statistical properties of those items (e.g., reliability, validity, sensitivity to change), and the development of a web-based system for maximizing the utility of the product for school staff.
Implementation of response-to-intervention (RtI) processes by school professionals has increased dramatically in the last 5 years. Howeve,r there are very few high-quality, feasible tools to assess student behavior in RtI processes. Tools designed for progress monitoring of social behavior must be statistically sound (e.g., reliable, valid, sensitive to change) and be feasible for teachers to use if the scores generated from them are to be useful in informing decision-making in problem-solving models. The goals of this project are to (1) develop a set of single-item and short multi-item scales and procedures for monitoring the effects of Tier 2 and 3 school-based interventions targeting academic enablers (e.g., social skills, motivation, study skills) and disruptive behavior; (2) conduct a series of studies to test and refine the statistical properties of these tools, and (3) Develop a web-based progress monitoring system to enhance the feasibility of collecting, summarizing, and using data measuring student behaviors to make informed decisions.
This project is happening in collaboration with Drs. Robert Volpe and Amy Briesch at Northeastern University. Ohio University will assist with studies focused on the refinement of the Direct Behavior Rating (DBR) multi-item scales and on the assessment of the treatment sensitivity of the DBR scale. We look forward to working with teachers in the Berne Union and Logan Hocking School Districts toward this effort.