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Chapter 10  assessment of behavior
 

Chapter 10 assessment of behavior

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    Chapter 10  assessment of behavior Chapter 10 assessment of behavior Presentation Transcript

    • Assessment of Behavior Chapter Ten
    • CHAPTER OBJECTIVES
      • The purpose of a behavioral assessment
      • Observational techniques
      • Recording behaviors
      • Interviews
      • A student’s behavior during testing
      • Psychological tests
      UNDERSTAND
    • CHAPTER OBJECTIVES
      • Projective drawing tests
      • Appreciation tests
      • Sentence completion tests
      • Adaptive behavior
      • Functional behavior assessment
      • Behavioral intervention plans
      UNDERSTAND
    • ASSESSING PROBLEM BEHAVIOR
    • OBSERVATION
      • In order to do a complete and thorough
      • observation, it is critical to include the
      • following situations:
      • Observation of a specific situation
      • Observation in various settings
      • Observation at different times during the day
    • TARGET BEHAVIORS
      • Those that the observer seeks to record
      • when doing the observation.
      • The four most common types of recording
      • done when doing an observation are:
      • Anecdotal Latency recordings
      • Event recording Duration recordings
    • INERVIEWS
      • A method of gathering information that is
      • conducted face to face between two
      • people whereby recorded responses to
      • questions are obtained. Interviews can be
      • of two types:
      • Structured Interview
      • Unstructured Interview
    • Understanding a Student’s Behavior During Assessment
      • The following behaviors should be recorded in
      • the final report:
      • Adjustment to the Situation
      • Reaction Time
      • Nature of Responses
      • Verbalizations
      • Organizational Approach Used During Testing
      • Adaptability
      • Attitude
    • Assessing Emotional & Social Development
      • Assessment of a child’s behaviors involves
      • knowledge about the following:
      • The degree to which she believes that personal behaviors make a difference in her life
      • The child’s tolerance for frustration
      • General activity level
      • How the child views him or herself
      • How the child responds emotionally
      • How much conflict the child is experiencing
    • Psychological Tests
      • Almost always administered by school psychologist
      • One of the most common is called a projective test.
      • Projective Tests try to elicit feelings from
      • the student about how he or she feels
      • about life through projection of emotions
      • onto the test stimuli.
    • Projective Drawing Tests
      • Simply asks the child
      • To draw a picture
      • Goodenough-Harris Drawing Test (GHDT)
      • Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED)
    • Apperception Tests
      • Require the child to view various picture
      • cards and “tell a story” about what it is he
      • or she is seeing.
      • Children’s Apperception Test (CAT)
      • Thematic Apperception Test (TAT)
    • Sentence Completion Tests
      • Provide the student with a beginning of a
      • sentence that the student needs to finish.
      • Politte Sentence Completion Test (PSCT)
    • Rating Scales
      • Gives a statement about a behavior of a
      • child where-upon the individual (the
      • rater) has to rate the frequency, intensity,
      • and/or duration.
      • Conners’ Parent and Teacher Rating Scales (CPRS/CTRS)
      • Attention Deficit Disorders Evaluation Scale- Revised (ADDES)
    • Assessment of Adaptive Behavior
      • Adaptive behavior refers to the
      • effectiveness or degree with which
      • individuals meet the standards or
      • personal independence and social
      • responsibility expected for age and
      • cultural groups.
    • Areas the examiner should focus on when doing an evaluation of adaptive behavior
      • Communication Skills
      • Community Use
      • Self-Direction
      • Health and Safety
      • Functional Academics
      • Self-Care
      • Home Living
      • Social Skills
      • Leisure
      • Work Skills
    • Adaptive Behavior Assessments
      • AAMR Adaptive Behavior Scale- Residential and Community-2 (ABS-RC:2)
      • AAMR Adaptive Behavior Scale- School (ABS-S:2)
      • The Adaptive Behavior Evaluation Scale- Revised (ABES-R)
      • Vineland Adaptive Behavior Scale (VABS)
      • Developmental Assessment for the Severely Handicapped- Second Edition (DASH-2)
    • Functional Behavioral Assessment and Behavioral Intervention Plans
      • FBA- the process of determining why a
      • student engages in challenging behavior
      • and how the student’s behavior relates to
      • the environment
    • Requirements of the IDEA
      • Evaluation
      • IEP Team (Eligibility Committee)
      • IEP Contents and Considerations
      • Discipline
      • Writing Functional Behavioral Assessments and Intervention Plans
      • Role of the Eligibility Committee in the FBA
      • Behavioral Intervention Plans
    • CHAPTER OBJECTIVES
      • The purpose of a behavioral assessment
      • Observational techniques
      • Recording behaviors
      • Interviews
      • A student’s behavior during testing
      • Psychological tests
      UNDERSTAND
    • CHAPTER OBJECTIVES
      • Projective drawing tests
      • Appreciation tests
      • Sentence completion tests
      • Adaptive behavior
      • Functional behavior assessment
      • Behavioral intervention plans
      UNDERSTAND
    • THE END