Direct Behavior Ratings (DBR) : A possible tool for monitoring the behavior and interventions of students with symptoms of Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

Considering the time constrains of school teachers it is imperative to identify more time efficient procedures to monitor behavior and interventions for students exhibiting symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in the schools. The purpose of this study was to explore the utility of DBR in a school-based medication assessment. Participants were 6 students between the ages of 6 and 9. In study 1, it was hypothesized that the Direct Behavior Ratings (DBR) data would display a functional relationship when monitoring response to intervention. It was also hypothesized that the DBR functional relationship between medication and behavior would be concurrent with the Conners-3 data. Study 2 served as a direct replication of the study 1 examining the same hypotheses. In addition, the study explored teachers' preference regarding the process of monitoring interventions. The results of these studies support the need for further research exploring use of DBR in medication monitoring. Specifically, the findings from study 1 and study 2 indicated that Conners-3 and DBR data can indicate similar trends in student behavior over time. Finally, the results of the teacher preference indicated that in comparison to completing of the Conners-3 scale, teachers preferred completing a DBR, and found it to be easier and more useful in data gathering. Lastly, 83% of teachers were interested in gathering data on intervention monitoring using a DBR in the future. Given that one of the greatest barriers to medication monitoring procedures has been the amount of time required these results highlight a potential method for a more time efficient procedure to monitor medications effects on student behavior in the schools.