We’ve got decades of work to rely on when it comes to figuring out what practices might be most effective for supporting student behavior. But until recently, we didn’t really have effective ways of looking across studies to see if a practice could generally be considered “effective”. This is largely because, in school psychology and special education, we rely heavily on a method for engaging in causal inference called single-case design.
I’ve worked extensively to examine issues in behavior assessment, particularly regarding observationally-based behavior assessment tools. These include general methods like systematic direct observation and specific methods like time sampling, interval recording, and Direct Behavior Rating (although DBR’s a bit different, since it uses retrospective rating methods).