Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales (DBR-MIS). Teachers identified students with behaviors interfering with their learning or the learning of others and implemented a Daily Report Card (DRC) intervention in the classroom settings for two months. The analyses were performed on 31 AB single case studies. Change metrics were calculated at an individual level by using Tau-U_{A vs. B + trend B} and Hedges' g and at a scale-level by using Mixed Effect Meta-Analysis, Hierarchical Linear Models (HLMs), and Between-Case Standardized Mean Difference (BC-SMD). HLMs were estimated considering both fixed and random effects of intervention and linear trend within the intervention phase. The results supported sensitivity to change for three DBR-MIS (i.e., Academic Engagement, Organizational Skills, and Disruptive Behavior), and the relative magnitudes were consistent across the metrics. Sensitivity to change of DBR-MIS Interpersonal Skills received moderate support. Conversely, empirical evidence was not provided for sensitivity to change of DBR-MIS Oppositional Behavior. Particular emphasis was placed on the intervention trend in that responses to behavioral interventions might occur gradually or require consistency over time in order to be observed by raters. Implications for the use of the new DBR-MIS in the context of progress monitoring of social-emotional behaviors are discussed.

直接行为评级 (DBR) 是一种旨在评估行为随时间变化的工具。与总结性评估方法不同，进度监控工具的开发需要评估对变化的敏感性。本研究旨在评估五个新开发的 DBR 多项目量表 (DBR-MIS) 的这种心理测量特征。教师识别出行为干扰他们学习或他人学习的学生，并在课堂环境中实施了为期两个月的每日报告卡 (DRC) 干预。对 31 个 AB 单一案例研究进行了分析。使用Tau-U _{A vs. B + 趋势 B}和 Hedges' g在个人层面计算变化指标并通过使用混合效应元分析、分层线性模型 (HLM) 和案例间标准化平均差异 (BC-SMD) 在规模级别进行。HLM 的估计考虑了干预阶段内干预的固定和随机效应以及线性趋势。结果支持三个 DBR-MIS（即学术参与、组织技能和破坏性行为）对变化的敏感性，并且各个指标的相对幅度是一致的。对 DBR-MIS 人际交往技能变化的敏感性得到了适度的支持。相反，没有提供对 DBR-MIS 对立行为变化的敏感性的经验证据。特别强调干预趋势，因为对行为干预的反应可能会逐渐发生或需要随着时间的推移保持一致性，以便评估者观察到。