Continued Validation of the Direct Behavior Rating-Classroom Management: Examining the Impact of Training on Rating Accuracy

Although associated with desirable student and teacher outcomes, many educators lack sufficient training in evidence-based, effective classroom management practices. The Direct Behavior Rating-Classroom Management (DBR-CM) is a low-inference, flexible, and feasible observational assessment tool developed to support professional development in classroom management. Validation efforts have yielded strong psychometric evidence in support of DBR-CM use thus far; however, early validation work was conducted with participants who received only brief, familiarization training. Given the positive influence of training on the reliability and accuracy of observational assessment, this study evaluated the impact of brief, comprehensive training on the accuracy of DBR-CM ratings. Results indicated that training significantly improved DBR-CM rating accuracy. The impact of training on the perceived social validity of the DBR-CM was also examined. Training predicted higher levels of understanding and acceptability, but not other dimensions of social validity (e.g., feasibility, system climate, system support). Findings support the efficacy of comprehensive training, which included modeling, guided practice, performance feedback, and calibration, in improving DBR-CM rating accuracy.