A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention. (September 2021)

• Record Type: Journal Article
• Authors: Bruhn, Allison; Barron, Sheila; Copeland, Bailey; Estrapala, Sara; Rila, Ashley; Wehby, Joseph
• Is Part Of: Assessment for effective intervention. Volume 46:Number 4(2021)
• Page Start: 316
• Page End: 321
• Publication Date: 2021-09
• Subjects: interventions -- technology -- progress monitoring; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508420944231
• Languages: English
• ISSNs: 1534-5084

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.