irisPMT

Scale: irisPMT

Descriptive Information

Usage Acquisition and Cost Program Specifications and Requirements Training

irisPMT is a website and mobile application that allows users to set up individual accounts with access privileges, enter individual student behavior screening and progress monitoring data, and produce reports.

The irisPMT contains the Elementary Social Behavior Assessment (ESBA). The ESBA is a 12-item teacher report scale designed to facilitate efficient measurement of prosocial student behaviors. The items included in the ESBA were derived from research focused on identifying behavioral skills that teachers prefer from students in their classrooms. Based on student performance, the teacher can select one or more behavioral skills (i.e. items) for progress-monitoring.

irisPMT is intended for use for students in kindergarten through sixth grade. The program is intended for use with multiple populations including students in general education, students with disabilities, and English language learners.

The tool provides information on student behavior in English.

Houghton Mifflin Harcourt-Riverside
3800 Golf Road, Suite 200
Rolling Meadows, IL 60008
800.323.9540 

http://www.riversidepublishing.com/

 

School site pricing depends on student enrollment:

  • $249 under 300 students
  • $349 for 300-699 students
  • $449 for 700+ students

There is a single scale with 12 positively worded behavioral skills.  The scale is designed to have teachers rate their students relative to the other students in the class.  The ESBA scaling system consists of a three-point scale to assess skill level or degree of mastery (green for skill mastery; yellow for needs improvement; and red for cause for concern) allowing quick, efficient, and meaningful ratings of student behavior on a dimension with which teachers have experience reporting. Progress monitoring occurs on a six-point scale ranging from 1 (red) = non-responsive to the intervention to 6 (green) = responsive to the intervention, to allow more nuanced decisions about a student’s progress. Raw scores (sums of available points) are computed automatically through the on-line delivery mechanism, the irisPMT.

The recommended administration setting is a general or special education classroom and is designed to be used with whole classrooms, small groups, or individually. It has a rating scale assessment format. Administration time per student is 2 minutes and students can be rated concurrently.

Less than 30 minutes of training are required for the rater and there are no minimum qualifications required of the rater. 

Training manuals and materials are field-tested and included in the cost of the intervention.

Ongoing technical support is available through online help desk. 

 

Sensitive to Student Change: Unconvincing Evidence

Description of evidence that the monitoring system produces data that are sensitive to detect incremental change (e.g., small behavior change in a short period of time).

During an evaluation of the We Have Skill! social behavior program, the ESBA was collected at pretest and posttest to evaluate intervention effects.  Controlling for pretest, posttest ESBA scores for students in the WHS condition were significantly higher than scores for control students (t(64) = 3.4, p = .001) at 8-weeks.  We found that students in the intervention condition improved by an average of 3.5 points on the ESBA while students in the control condition improved by 1.7 points (Hedges’ g = 0.27) (see Marquez et al., 2014).

See Marquez et al. 2013 for illustrations of universal screening reports and progress-monitoring charts. 

Levels of Performance Specified: Data Unavailable

Data to Support Intervention Change: Data Unavailable

Data to Support Intervention Choice: Data Unavailable

Reliability: Partially Convincing Evidence

Subscales: 

Form: 

Age Range: K-3rd Grade

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Internal Consistency

0.94

     

1,496

70

     

Internal Consistency

0.95

     

187

9

     

Test-Retest

0.77

     

 644   

33

Control group of We Have Skills! efficacy evaluation.

 

Validity: Unconvincing Evidence

Subscale:

Form:

Age Range: K-3rd Grade

Type of Validity

Test or Criterion

Coefficient

n

(examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Structural Validity

CFI

0.989

187

9

 

Criterion Validity to Walker McConnell Scale

r

0.84

187

9

 

Structural Validity

CFI

0.98

1616

70

 

Criterion Validity to Brief Behavior Rating Scale

r

0.77

1616

70

 

 

Disaggregated Reliability and Validity Data: Data Unavailable

Assessment Format: Rating scale

Rater / Scorer: Teacher, School Psychologist, Behavior Specialist

Usability Study Conducted: Yes