Chapter 10 Classroom Behavior Purposes for Assessing Classroom

Chapter 10 Classroom Behavior

Purposes for Assessing Classroom Behavior Nonacademic demands of the classroom and other learning environments n Determine if the behavior is severe and pervasive n Determine if the behavior affects school performance n

Primary Approaches n Direct student observation n Gathering information from informants

Issues and Trends Preference for the term “behavioral disorders” rather than “emotional disturbance” n Definition of disability varies n Treatment has been influenced most by behavioral model and more recently by the ecological perspective n

Current Practices Both informal and formal measures are used n Personality measures are rarely used n

Sources of Information School records n Student observations n Rating scales and inventories n Teacher observation and information n Peer acceptance and interaction n Parents can describe home environments and behavioral expectations n

Behavior Rating Scales n Behavior Rating Profile (2 nd ed. )( BRP– 2) n n Behavior Evaluation Scale– 2 (BES– 2) n n Student self-rating and peer ratings Items linked to federal definition of serious emotional disturbance Social Skills Rating System (SSRS) Assesses social skills, problem behaviors, and academic competence n Links assessment to interventions n

Rating Scales Differ on Age levels n Informants n Types of behaviors included n Psychometric quality n

Direct Observation Describe the behavior to be observed n Select a measurement system n Set up a data collection system n Select a data reporting system n Carry out observations and interpret results n

Direct Observation

Functional Assessment Describe the behavior n Identify factors that influence the behavior n Generate a hypothesis n Program planning n

Attention Deficits and Hyperactivity Sometimes identified as ADD or ADHD n Criteria used is suggested by the American Psychiatric Association n Measures available: n Attention Deficit Disorders Evaluation Scale (2 nd ed. ) (ADDES– 2) n Conners’ Rating Scales–Revised n Children’s Attention and Adjustment Survey n

Self-Concept and Self-Esteem Piers-Harris Children’s Self-Concept Scale (2 nd ed. ) n Coopersmith Self-Esteem Inventories n Multidimensional Self-Concept Scale n Self-Esteem Index n Culture-Free Self-Esteem Inventories (3 rd ed. ) n

Peer Acceptance Scales Peer Attitudes Toward the Handicapped Scale (PATHS) n Sociometric techniques used to establish student’s acceptance in a specific classroom n

School Attitudes and Interests n Attitudes are usually assessed informally Some formal measures available n Incomplete sentences may elicit attitudes about school n n Interests assessed informally or by normreferenced instrument n Kroth’s Survey

Learning Environment n The Instructional Environment Scale–II (TIES–II) n n Assesses 12 components of the learning environment Behavioral expectations Classroom rules few in number n Classroom management may be informal or structured n

Learning Environment n Instructional demands are influenced by n n n Curriculum Materials and activities Teaching procedures Task requirements Student-Teacher interactions n n n Brophy-Good Teacher-Child Dyadic Interaction System Flanders’ Interaction Analysis Categories Eco. Behavioral Assessment System Software (EBASS)

Learning Environment n Physical conditions n n n Sound Convenience Movement efficiency Flexibility Density

Answering the Assessment Question Relies heavily on informants n Many informal techniques are used n Divergent views may be presented n Rating scales and checklist may appear to be similar but yield different data n Behavioral problem must be severe and persistent n