A Review of Direct Observation Research within the past Decade in the Field of Emotional and Behavioral Disorders

Keywords

Psychology, Emotional and behavioral disorders, Field (mathematics), Special education, Clinical psychology

References

• Antisocial behavior in school : evidence-based practicesHill M. Walker, Elizabeth Ramsey, Frank M. Gresham — 2004
• Data collection and analysis methodsGene P. Sackett — 1978
• Interobserver Agreement in Behavioral Research: Importance and CalculationMarley W. Watkins, Miriam Pacheco — 2000
• Academic Skills Problems: Direct Assessment and InterventionEdward S. Shapiro — 2010
• Applied behavior analysis for teachersPaul A. Alberto, Anne Troutman, Judah B. Axe — 1982
• Psychometrics of Direct ObservationJohn M. Hintze — 2005
• Single-Case Research Designs: Methods for Clinical and Applied SettingsAlan E. Kazdin — 2010
• Generalizability of behavioral observations: a clarification of interobserver agreement and interobserver reliability.Ronald A. Berk — 1979
• Academic Instruction for Students with Emotional and Behavioral DisordersJoseph H. Wehby, Kathleen Lynne Lane, Katherine B. Falk — 2003
• Effects of the use of percentage agreement on behavioral observation reliabilities: A reassessmentHoi K. Suen, Patrick S. C. Lee — 1985
• A multiple option observation system for experimental studies: MOOSESJon Tapp, Joseph H. Wehby, David N. Ellis — 1995
• Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback InterventionShannon M. Hawkins, L. Juane Heflin — 2011
• A Comparison of Three Types of Opportunities to Respond on Student Academic and Social BehaviorsTodd Haydon, Maureen A. Conroy, Terrance M. Scott — 2010
• Methodological issues in direct observation: Illustrations with the living in familial environments (LIFE) coding systemHyman Hops, Betsy Davis, Nancy Longoria — 1995
• Analyzing the Classroom Social Behavior of Students with EBDRichard E. Shores, Joseph H. Wehby — 1999
• Visual and Oral Feedback to Promote Appropriate Social Behavior for a Student With Emotional and Behavioral DisordersAmy S. Lingo, Kristine Jolivette, Sally M. Barton-Arwood — 2009
• A Coefficient of Agreement for Nominal ScalesJacob Cohen — 1960
• An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral DisordersTerrance M. Scott, Peter Alter, Regina G. Hirn — 2011
• The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBDKevin S. Sutherland, Nora Alder, Philip L. Gunter — 2003
• Trajectories of Anxiety During Elementary-school Years and the Prediction of High School NoncompletionStéphane Duchesne, Frank Vitaro, Simon Larose — 2008

Cited by

• Increasing Reliability of Direct Observation Measurement Approaches in Emotional and/or Behavioral Disorders Research Using Generalizability TheoryNicholas A. Gage, Debra A. Prykanowski, Regina G. Hirn — 2014
• Considering Systematic Direct Observation after a Century of Research—Commentary on the Special IssueJanine P. Stichter, T. Chris Riley‐Tillman — 2014
• Advancing the Science of Direct Observation in Emotional and/or Behavioral Disorders Research: Reliability and Unified ValidityNicholas A. Gage, Terrance M. Scott — 2014
• Reporting Results of Single-Case StudiesBrittany L. Hott, Dodie Limberg, Jonathan H. Ohrt — 2015
• A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support PersonnelGeorge Mathenge Wairungu — 2015
• Examination, Prediction, and Outcomes of Informant Discrepancies in Behavioral Ratings of Children Using a Latent Multitrait-Multimethod ModelJoshua J. Turek — 2015
• The Relation Between Observations of Students with Behavioral Disorders and Academic SuccessJohn R. Simon — 2015
• Simulation Theory Applied to Direct Systematic ObservationRumen Manolov, José Luís Losada — 2017
• Extending the Direct Behavior Rating: An Examination of Schoolwide Behavior Ratings and Academic EngagementAllison L. Bruhn, Sheila Barron, Josephine Fernando — 2018
• Evidence-Based Assessment and Single-Case Research: A Commentary for the Special Issue on Direct Behavior RatingsDaniel M. Maggin, Allison L. Bruhn — 2018
• A Step-By-Step Guide to Tier 2 Behavioral Progress MonitoringAllison L. Bruhn, Sara C. McDaniel, Ashley Rila — 2018
• The impacts of ergonomics/human factors of wheelchair/user combinations on effective barrier-free environments design: A case study of the Chinese universal rail coach layoutZe‐Rui Xiang, Jinyi Zhi, Shiyu Dong — 2018
• An Examination of Measurement Procedures and Characteristics of Baseline Outcome Data in Single-Case ResearchJames E. Pustejovsky, Daniel M. Swan, Kyle W. English — 2019
• Data-Based Decision Making for Social Behavior: Setting a Research AgendaAllison L. Bruhn, Joseph H. Wehby, Ted S. Hasselbring — 2020
• Evaluation of Critical Components in the Check-In/Check-Out InterventionMeredith A. Weber — 2019
• Development and Validation of the Chinese Inventory of Children’s Socioemotional Competence (CICSEC)Xiaomin Li, Chun Bun Lam, Kevin Kien Hoa Chung — 2020
• Tier 2: Critical Issues in Systems, Practices, and DataAllison L. Bruhn, Sara C. McDaniel — 2020
• Check-In/Check Out: Electronic Adaptation and Individual Progress MonitoringJordan Yassine, Leigh Ann Tipton — 2021
• Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructionsPiyawan Rungwaraphong — 2021
• Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior Related to Explicit InstructionLisa Didion, Marissa J. Filderman, Greg Roberts — 2023

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