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Assessment of Exceptional Students. Part Two: Chapter Four. Observational Assessment. Student Observation-Informal Systems Goals of Observing Student Behavior Student Observation: A Model Student Observation-Formal Systems Observation of the Instructional Environment
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Assessment of Exceptional Students Part Two: Chapter Four
Observational Assessment • Student Observation-Informal Systems • Goals of Observing Student Behavior • Student Observation: A Model • Student Observation-Formal Systems • Observation of the Instructional Environment • Functional Behavior Assessment • Instructional environment • Functional behavioral assessment
Student Observation – Informal Systems • Reactivity • Analogue assessment • Goals of Observing Student Behavior • Early Detection of Problems • Making Decisions about Entry Behaviors • Making Instructional Decisions • Student Observation: A Model • Identification of the Target Behavior • Measurement of the Target Behavior • Recording procedures • Event Recording • Duration Recording • Latency Recording • Interval Recording • Momentary Time Sampling • Introduction of Intervention Programs • Evaluation of the Intervention Program
Student Observation – Formal Systems • Why Use Formal Student Observation: • Screening and identification • Informal determination & evaluation of teaching programs and strategies • Documentation of need for further evaluation or referral • Development and evaluation of IEP’s • Who Should Use It: • Primarily teachers • School psychologists and parents
Observation of the Instructional Environment • Why Use Observation of the Instructional Environment: • Analysis of instructional environment • Who Should Use It: • Teachers • Instructional Match • Teacher Expectations • Classroom Environment • Instructional Presentation • Cognitive Emphasis • Motivational Techniques • Relevant Practice • Academic Engaged Time • Informed Feedback • Adaptive Instruction • Progress Evaluation • Student Understanding
Functional Behavior Assessment • Why Use Functional Behavior Assessment: • Determine purpose or function that a behavior serves; and to help develop a behavioral intervention plan • Who Should Use It: • Teachers, school psychologists; parents should be involved • Manifestation determination • Behavioral intervention plan • Functional behavior assessment • 1) Carefully define the behavior • 2) Identify variables that predict or occur immediately before the behavior • 3) Identify variables that occur immediately after the behavior • 4) Develop a hypothesis • 5) Collect observational data to support the hypothesis • 6) Develop an intervention plan
