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Chapter 10. Classroom Behavior. Purposes for Assessing Classroom Behavior. Nonacademic demands of the classroom and other learning environments Determine if the behavior is severe and pervasive Determine if the behavior affects school performance. Primary Approaches.

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chapter 10
Chapter 10

Classroom Behavior

purposes for assessing classroom behavior
Purposes for Assessing Classroom Behavior
  • Nonacademic demands of the classroom and other learning environments
  • Determine if the behavior is severe and pervasive
  • Determine if the behavior affects school performance
primary approaches
Primary Approaches
  • Direct student observation
  • Gathering information from informants
issues and trends
Issues and Trends
  • Preference for the term “behavioral disorders” rather than “emotional disturbance”
  • Definition of disability varies
  • Treatment has been influenced most by behavioral model and more recently by the ecological perspective
current practices
Current Practices
  • Both informal and formal measures are used
  • Personality measures are rarely used
sources of information
Sources of Information
  • School records
  • Student observations
  • Rating scales and inventories
  • Teacher observation and information
  • Peer acceptance and interaction
  • Parents can describe home environments and behavioral expectations
behavior rating scales
Behavior Rating Scales
  • Behavior Rating Profile (2nd ed.)( BRP–2)
    • Student self-rating and peer ratings
  • Behavior Evaluation Scale–2 (BES–2)
    • Items linked to federal definition of serious emotional disturbance
  • Social Skills Rating System (SSRS)
    • Assesses social skills, problem behaviors, and academic competence
    • Links assessment to interventions
rating scales differ on
Rating Scales Differ on
  • Age levels
  • Informants
  • Types of behaviors included
  • Psychometric quality
direct observation
Direct Observation
  • Describe the behavior to be observed
  • Select a measurement system
  • Set up a data collection system
  • Select a data reporting system
  • Carry out observations and interpret results
functional assessment
Functional Assessment
  • Describe the behavior
  • Identify factors that influence the behavior
  • Generate a hypothesis
  • Program planning
attention deficits and hyperactivity
Attention Deficits and Hyperactivity
  • Sometimes identified as ADD or ADHD
  • Criteria used is suggested by the American Psychiatric Association
  • Measures available:
    • Attention Deficit Disorders Evaluation Scale (2nd ed.) (ADDES–2)
    • Conners’ Rating Scales–Revised
    • Children’s Attention and Adjustment Survey
self concept and self esteem
Self-Concept and Self-Esteem
  • Piers-Harris Children’s Self-Concept Scale (2nd ed.)
  • Coopersmith Self-Esteem Inventories
  • Multidimensional Self-Concept Scale
  • Self-Esteem Index
  • Culture-Free Self-Esteem Inventories (3rd ed.)
peer acceptance scales
Peer Acceptance Scales
  • Peer Attitudes Toward the Handicapped Scale (PATHS)
  • Sociometric techniques used to establish student’s acceptance in a specific classroom
school attitudes and interests
School Attitudes and Interests
  • Attitudes are usually assessed informally
    • Some formal measures available
    • Incomplete sentences may elicit attitudes about school
  • Interests assessed informally or by norm-referenced instrument
    • Kroth’s Survey
learning environment
Learning Environment
  • The Instructional Environment Scale–II (TIES–II)
    • Assesses 12 components of the learning environment
  • Behavioral expectations
    • Classroom rules few in number
    • Classroom management may be informal or structured
learning environment17
Learning Environment
  • Instructional demands are influenced by
    • Curriculum
    • Materials and activities
    • Teaching procedures
    • Task requirements
  • Student-Teacher interactions
    • Brophy-Good Teacher-Child Dyadic Interaction System
    • Flanders’ Interaction Analysis Categories
    • EcoBehavioral Assessment System Software (EBASS)
learning environment18
Learning Environment
  • Physical conditions
    • Sound
    • Convenience
    • Movement efficiency
    • Flexibility
    • Density
answering the assessment question
Answering the Assessment Question
  • Relies heavily on informants
  • Many informal techniques are used
  • Divergent views may be presented
  • Rating scales and checklist may appear to be similar but yield different data
  • Behavioral problem must be severe and persistent