Tiers Dbr Progress Monitoring Tool Form

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TIERS DBR Progress Monitoring Tool
Instructions
The TIERS Direct Behavior Rating form is designed to progress monitor students’ response to the
current level of supports in order to make individualized and classwide data-based decisions. To
provide accurate ratings, pay attention to how the student is behaving in relation to the six clusters. At
the end of the day, reflect on the student’s behavior for the entire day and provide ratings specific to
each category. When providing ratings, base them on how the student behaved for that day—not on
the student’s reputation or how s/he behaved on previous days. Also, before using the TIERS DBR, it is
important to become familiar with each of the clusters.
The on-task behaviors cluster includes a duration rating scale, whereby you rate the percentage of time
the student was exhibiting on-task behaviors. The remaining five clusters include frequency scales,
which means you rate the number of times each of the behaviors occurred throughout the day.
Moreover, the disruptive behaviors, negative social interactions, and destructive and dangerous
behaviors include intensity ratings to provide information about whether the incidents observed for
each behavior cluster were mild, moderate, or severe in nature. Intensity reflects the impact of the
behavior on the environment. This is an important feature to measure, because it is possible that some
students engage in low frequency but high intensity behaviors that are highly disruptive, disrespectful,
or dangerous and would indicate lack of response and readiness to be lowered down to a level of
lesser interventions
Behavioral Definitions:
• On-task Behaviors: are defined as times when the student is working on the academic task at
hand and paying attention to the lesson being delivered. Examples of on-task behavior included
writing, reading aloud, raising a hand and waiting patiently, talking to the teacher or other
student about assigned material, listening to lecture and looking up information that is relevant
to the assignment.
Disruptive Behaviors: are defined as behaviors that are not related to the task at hand and are
disruptive to the learning environment, but are not necessarily directed at another person. These
behaviors include blurting out, talking during instructional time about non-academic material,
making distracting noises, getting out of seat without permission, and playing with objects.
Negative Social Interactions: are defined as negative behaviors directed toward others (peers
or adults) that are aggressive or mean-spirited in nature, but not dangerous or harmful to self or
others. These behaviors include defiant or noncompliance to adult request or warning (does not
include slow response), teasing or name calling, swearing at peers or adults, taking a person’s
belongings, etc.
• Destructive or Dangerous Behaviors: are defined as behaviors that pose safety concerns to self
or others. These behaviors are intense in nature and include physical assault
• Prosocial Behaviors: are defined as positive social behaviors that enable a person to interact
successfully with others. These behaviors include, but are not limited to, initiating a conversation,
actively listening, reciprocating in conversation, sharing belongings with others, cooperating
during collaborative work, and
• Individualized Behaviors: are defined as a specific behavior a student is experiencing difficulty
executing. This category will likely be different depending on whether student has primarily
externalizing or internalizing problems. For example, “Somatic/Health Complaints” may represent
an individualized behavior to progress monitor for a student with internalizing problems. While
“Lying” may represent an individualized behavior to progress monitor for a student with primarily
externalizing problems.
PENT Forum 2014
Section 3 Progress Monitoring
Page 19 of 33

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