Doctor of Philosophy (Ph.D.)
Degree Granting Department
Child and Family Studies
Kimberly Crosland, Ph.D, BCBA-D
Rocky Haynes, Ph.D, BCBA-D
Rose Iovannone, Ph.D, BCBA-D
Terry Blackmon, Ph.D, BCBA-D
data collection, on-task behavior, problem behavior, self-monitoring, concurrent validity
One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicate that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior and decreasing problem behavior for all three students. Results also indicate that the IBRST may be an accurate and reliable means of measuring data when direct observation data may not be feasible or possible. There were 56/60 perfect agreements, with the other four opportunities being only 1-pt value apart. Limitations and future research are discussed.
Scholar Commons Citation
Moore, Jessica L., "An Evaluation of the Individualized Behavior Rating Scale Tool (IBRST) in Inclusive Classroom Settings" (2019). USF Tampa Graduate Theses and Dissertations.