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Assessment Of Behavior

Assessment Of Behavior . Chapter 10 Anthony Martinez Curtis Williams. Assessing Problem Behavior through observation . Observation of specific situation Observation of various settings Observation at different times during the day. Target Behaviors.

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Assessment Of Behavior

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  1. Assessment Of Behavior Chapter 10 Anthony Martinez Curtis Williams

  2. Assessing Problem Behavior through observation • Observation of specific situation • Observation of various settings • Observation at different times during the day.

  3. Target Behaviors • There are behaviors that the observer seeks to record when doing the observation.

  4. Recording Behaviors • Anecdotal • Event • Latency • Duration

  5. Observation Should Provide • Nature of the most frequently seen behaviors. • Information to the types of services the child may need. • An understanding of where the child is currently functioning in certain areas.

  6. Interviews • Structured interview • Unstructured interview

  7. Understanding A Students Behavior During Assessment • Adjustment to the situation • Reaction time • Nature of responses • Verbalization • Organizational approach used during testing • Adaptability

  8. Assessing Emotional And Social Development Assessment of a child’s behaviors involves. Knowledge about the following: • The degree to which he or she believes that personal behaviors make a difference in their life. • The child’s tolerance for frustration. • General activity. • How the child view him or herself. • How the child responds emotionally. • How much conflict the child is experiencing.

  9. Psychological Tests • Goodenough-Harris drawing test • Draw-a-person screening procedure for emotional disturbance.

  10. Apperception Tests • Children’s apperception test • Thematic apperception test • Politte sentence completion test

  11. Rating Scales • Conner’s Parent and Teacher Rating Scales. • Attention Deficit Disorders Evaluation Scales—Revised.

  12. Adaptive Behavior • Adaptive behavior is how well a person can perform personal skills and interact socially with other people. • Adaptive behavior assessments are extremely important in that they are, as listed in IDEA, “one of the two criterion needed for a student to be classified as mentally retarded.”

  13. Adaptive Behavior Assessment • AAMR Adaptive Behavior Scale-Residential and Community-- 2(ABS-RC:2) S: Very Reliable, Many factors considered, rare(adaptive behavior test) W: Difficult to interpret, scoring takes a long time, lack of sensitivity to mentally retarded individuals.

  14. Adaptive Behavior Assessment • AAMR Adaptive Behavior Scale-School (ABS-S:2) 2 Parts, 1. Independent daily living skills(9 Areas); 2. Social Adaptation(7 Areas). S: One of the best, standardized, adaptive behavior scales available. W: Further validity tests.

  15. Adaptive Behavior Assessment • The Adaptive Behavior Evaluation Scale-Revised (ABES-R) Tests non-academic skills in 10 areas. S: Good scale to measure intellect problems in students. Comes with manual to help develop IEP. W: Tests only deal with mentally retarded students and do not show how they are different from other handicaps.

  16. Adaptive Behavior Assessment • Vineland Adaptive Behavior Scale (VABS) 3 Versions. Handicapped and non-handicapped social competence scale. S: Useful, reliable, popular W: None Reported

  17. Adaptive Behavior Assessment • Developmental Assessment for the Severely Handicapped-Second Edition (DASH-2) 5 basic live skill areas are targeted with the data collected used to help bolster lacking skills. S: Scoring can be used to ascertain behavior conditions. W: Can be biased and no training required.

  18. Functional Behavioral Assessment (FBA) • Gather information to understand why a behavior is being exhibited. • Why? • When? • What setting?

  19. Requirements of IDEA • Fair Evaluation • IEP team to determine strategies. • IEP content to address significant impediment of learning due to behavior. • IEP meeting within 10 days of behavior reprimand if an FBA/intervention plan had not already been performed.

  20. Writing FBAs & Intervention Plans • Use direct & indirect assessing and other data collected. • ID problem • Define behavior • ID any influencing factors • Develop hypothesis on how behavior occurs and how it is reinforced.

  21. Writing FBAs & Intervention Plans • Stage I: Through interviews and observation, ID and define behavior. • Stage II: Speaking with people the student interacts with, gather info on student’s attributes. • Stage III: Find out under what conditions the behavior occurs. 6 questions.

  22. Writing FBAs & Intervention Plans • Stage IV: Why is behavior being repeated? • Stage V: Tie behavior to events and manipulate variables. • Stage VI: Develop an Intervention Plan with the results gathered from previous stage.

  23. Role of Eligibility Committee in FBA • Provide services to assist in the implementation of the Intervention Plan. • Determine Special Education Eligibility. • Develop Behavioral Goal IEP. • Foster prevention and alternative skills.

  24. References • Pierangelo, R., Giuliani, G.A. (2002). Assessment in Special Education. A practical approach. Boston: Allyn & Bacon.

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