Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Heather Peshak George, Ph.D.
Jolenea Ferro, Ph.D., BCBA-D
behavior rating scale, daily report card, IBRST
Research on self-monitoring in the classroom setting has shown decreases in problem behavior and increases in academic engagement in students. Behavior rating scales can be used by teachers to monitor student progress or by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on problem and on-task behavior in students in a high-need public elementary school. The results indicated that the self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all 3 participating students during targeted academic time periods, evidenced by both direct observations and teacher- collected IBRST data. Improved levels of behaviors were maintained during fading with all 3 students and at 1-week follow-up with 2 students. The results also showed that both teachers and students had high levels of satisfaction with the self-monitoring procedures using the IBRST.
Scholar Commons Citation
Martinez, Dominique Frances, "Use of the Individualized Behavior Rating Scale Tool (IBRST) as a Self-Monitoring Tool to Improve Classroom Behavior" (2016). Graduate Theses and Dissertations.