CHAPTER 9 Assessing Behavior Assessing Students with Special

Overview • Principles • Behavior rating scales • Rt. I for behavior • Functional behavior assessment (FBA) • Direct observation • Self-concept inventories • ADHD Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -2

Overview • A dynamic process requiring careful observation and accurate professional judgment • Observation entails use of specific, technical measurement procedures • Many sources help assess student behavior including rating scales; observation; communication with parents, students, and others; and review of educational records Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -3

Overview Why Do We Assess Behavior? • To screen for possible emotional disturbance or behavior disorders • To diagnose students with emotional disturbance or behavior disorders • To develop plans for managing behavior and improving academic performance • To measure the effectiveness of behavior intervention programs Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -4

Rating Scales • Frequently used to evaluate the conduct of students who exhibit inappropriate behavior • Questionnaires containing lists of behaviors • Raters complete the questionnaires by assigning a rating (often on a scale of 1 to 5) to each item on the list Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -5

Rating Scales • Raters are usually teachers, parents, or other primary caregivers who are familiar with the student • Includes instruments for evaluating student behavior in school, at home, in the community, and in specialized treatment programs • Take about 20 minutes complete • Best for screening Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -6

Rating Scales Social Skills Improvement System – Rating Scales (SSIS-RS) • Norm-referenced, individually-administered • Measures social skills, competing problem behavior, and academic competence • For ages 3 -18 • Classwide and individual intervention guides are available Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -7

Rt. I A three-tiered system of support 1. Tier 1 behavior support includes a set of universal interventions for all students (e. g. school-wide positive behavior support program) 2. Tier 2 supplemental interventions for students who need more support 3. Tier 3 intensive interventions including special education and related services for students with emotional or behavioral disabilities Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -8

Functional Behavior Assessment • A comprehensive process with a series of steps – To identify the function of a student’s behavior and – To determine the conditions under which it is most likely to occur Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -9

Functional Behavior Assessment 1. Identify the target behavior in measurable terms 2. Observe the behavior and collect data to identify the conditions under which the behavior occurs 3. Use the data to develop hypotheses about the function of the behavior 4. Develop and implement a behavior intervention plan 5. Conduct ongoing progress monitoring Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -10

Direct Observation • • Recording actual behavior as it occurs Not a single procedure, but a spectrum of informal and formal techniques – Informal observation – Anecdotal recording – Event recording – Duration recording – Partial interval recording – Momentary time sampling Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -11

Self-Concept Inventories • How individuals feel about themselves in various life situations – Also called self-esteem • Related to school achievement, background, and social development • Piers-Harris Children’s Self-Concept Scale, Second Edition – 60 questions student’s answer about themselves Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -12

ADHD • Severe chronic problems regulating attention and activity – Bothersome or irritating behaviors that trigger negative responses from others – ADHD definition includes inattention, hyperactivity, and impulsivity • Assessment techniques include direct observation and completing rating scales – Conners 3 rd Edition ○ Rating scales for parents and teachers and selfreport forms for children Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -13

Summary Procedures for assessing behavior include • Indirect measures – Rating scales, self-concept inventories, and ADHD checklists • Direct Measures – Observation – Rt. I for Behavior – Functional Assessment of Behavior Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 9 -14