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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

Assessment Of Behavior

Chapter 10

Anthony Martinez

Curtis Williams

assessing problem behavior through observation
Assessing Problem Behavior through observation
  • Observation of specific situation
  • Observation of various settings
  • Observation at different times during the day.
target behaviors
Target Behaviors
  • There are behaviors that the observer seeks to record when doing the observation.
recording behaviors
Recording Behaviors
  • Anecdotal
  • Event
  • Latency
  • Duration
observation should provide
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.
  • Structured interview
  • Unstructured interview
understanding a students behavior during assessment
Understanding A Students Behavior During Assessment
  • Adjustment to the situation
  • Reaction time
  • Nature of responses
  • Verbalization
  • Organizational approach used during testing
  • Adaptability
assessing emotional and social development
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.
psychological tests
Psychological Tests
  • Goodenough-Harris drawing test
  • Draw-a-person screening procedure for emotional disturbance.
apperception tests
Apperception Tests
  • Children’s apperception test
  • Thematic apperception test
  • Politte sentence completion test
rating scales
Rating Scales
  • Conner’s Parent and Teacher Rating Scales.
  • Attention Deficit Disorders Evaluation Scales—Revised.
adaptive behavior
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.”
adaptive behavior assessment
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.

adaptive behavior assessment1
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.

adaptive behavior assessment2
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.

adaptive behavior assessment3
Adaptive Behavior Assessment
  • Vineland Adaptive Behavior Scale (VABS) 3 Versions.

Handicapped and non-handicapped social competence scale.

S: Useful, reliable, popular

W: None Reported

adaptive behavior assessment4
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.

functional behavioral assessment fba
Functional Behavioral Assessment (FBA)
  • Gather information to understand why a behavior is being exhibited.
  • Why?
  • When?
  • What setting?
requirements of idea
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.
writing fbas intervention plans
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.
writing fbas intervention plans1
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.
writing fbas intervention plans2
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.
role of eligibility committee in fba
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.
  • Pierangelo, R., Giuliani, G.A. (2002). Assessment in Special Education. A practical approach. Boston: Allyn & Bacon.