Using Direct Behavior Ratings with At-Risk Middle School Students to Improve Respectful Behavior

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Lisa H. Stewart


At-Risk, Middle School, Respect, Behavior


The purpose of this study was to examine whether using Direct Behavior Rating (DBR) to self-monitor behavior would improve respectful behavior in a group of at-risk middle school students. Nine 7th and 8th grade students in an alternative education setting evaluated their own respectful behavior following each class period for four weeks. While the students’ results demonstrated some variability, most students’ average respect ratings did increase from baseline to the end of the intervention. Additionally, DBR proved to be highly acceptable to the teachers, who indicated they would continue to incorporate DBR to measure respect in the next school year.

Abstract only: No full text available.