Add to ORKGThe reliability and validity of scores on the Disruptive Behavior Rating Scale–second edition– teacher version (DBRS-II-T) was analyzed. The DBRS-II-T was designed to assess teacher observations of students referred for behavioral difficulties. The five-factor model fit the data poorly, but convergent and diagnostic validities were excellent
Ratings were collected on a rating scale comprised of the DSM-III-R diagnostic criteria for disrupti...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
Accurate and rapid identification of students displaying behavioral problems requires instrumentatio...
This study presents both the construction procedures and the results obtained with a 16- items Disru...
This study presents both the construction procedures and the results obtained with a 16-items Disrup...
Direct Behavior Rating (DBR) has been proposed as a promising approach to assess student behavioral ...
Direct Behavior Rating (DBR) is a method of social–emotional and behavior assessment that combines t...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
In the present study, we sought to extend instrument validation research for a strength-based emotio...
This study presents both the construction procedures and the results obtained with a 16- items Disr...
In this study, the effect of three levels of training (interactive, self-study, and none) on teacher...
In this study, the effect of three levels of training (interactive, self-study, and none) on teacher...
Ratings were collected on a rating scale comprised of the DSM-III-R diagnostic criteria for disrupti...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
Accurate and rapid identification of students displaying behavioral problems requires instrumentatio...
This study presents both the construction procedures and the results obtained with a 16- items Disru...
This study presents both the construction procedures and the results obtained with a 16-items Disrup...
Direct Behavior Rating (DBR) has been proposed as a promising approach to assess student behavioral ...
Direct Behavior Rating (DBR) is a method of social–emotional and behavior assessment that combines t...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as...
In the present study, we sought to extend instrument validation research for a strength-based emotio...
This study presents both the construction procedures and the results obtained with a 16- items Disr...
In this study, the effect of three levels of training (interactive, self-study, and none) on teacher...
In this study, the effect of three levels of training (interactive, self-study, and none) on teacher...
Ratings were collected on a rating scale comprised of the DSM-III-R diagnostic criteria for disrupti...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...
In response to controversy regarding the use of the wait-to-fail model toward identifying students...