Student Behavior Teacher Response
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About Student Behavior Teacher Response
Student Behavior Teacher Response (SBTR). The SBTR is a class-wide, manualized observation tool, and it is available from the manual authors (Pelham et al., 2008). The SBTR collects information on the frequency of child and teacher behaviors. Each time a child engages in challenging behavior (i.e., defined as breaking one of the classroom rules), the behavior is coded.
Following each instance of challenging behavior, observers watch the teacher for her/his response and code the teacher’s behavior along two dimensions: (1) whether the teacher acknowledged the behavior, coded as appropriate, inappropriate, or not acknowledged; and (2) whether the teacher provided a consequence for the behavior, coded as appropriate consequence, inappropriate consequence, or no consequence. This procedure is repeated for each instance of challenging behavior that occurs during the 30-minute observation period. In addition to coding the instances of challenging behaviors, observers also collect a frequency count of the teacher’s use of commands and praise statements.
The SBTR observation coding scheme has been successfully utilized in prior studies (e.g., Fabiano et al., 2010; Massetti, Pelham, & Waschbusch, 2007; Vujnovic et al., submitted for publication) to measure the frequency of child behaviors, teacher behavior, and the quality of response to challenging child behavior for preschool through 6th grade classrooms. In these studies, the measure demonstrated appropriate psychometric properties. In the present study, the number of challenging behaviors was used as a covariate in analyses, and the instances of praise along with the number of teacher commands that were effective and ineffective were investigated as measures of outcome.
Reliability checks were conducted on 19.7% of SBTR observations. Correlations between the observer and a second reliability coder were r = .88 for child rule violations, r = .81 for group praise and .88 for individual praise, and r = .80 for group and individual commands, suggesting this observational measure was reliably coded in this study. Observations were conducted at Baseline (May) and three follow-up timepoints following the summer training (October, February, May).