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  1. 1. Chapter 10Classroom Behavior
  2. 2. Purposes for AssessingClassroom Behavior Nonacademic demands of the classroomand other learning environments Determine if the behavior is severe andpervasive Determine if the behavior affects schoolperformance
  3. 3. Primary Approaches Direct student observation Gathering information from informants
  4. 4. Issues and Trends Preference for the term “behavioraldisorders” rather than “emotionaldisturbance” Definition of disability varies Treatment has been influenced most bybehavioral model and more recently bythe ecological perspective
  5. 5. Current Practices Both informal and formal measures areused Personality measures are rarely used
  6. 6. Sources of Information School records Student observations Rating scales and inventories Teacher observation and information Peer acceptance and interaction Parents can describe home environmentsand behavioral expectations
  7. 7. Behavior Rating Scales Behavior Rating Profile (2nd ed.)( BRP–2) Student self-rating and peer ratings Behavior Evaluation Scale–2 (BES–2) Items linked to federal definition of seriousemotional disturbance Social Skills Rating System (SSRS) Assesses social skills, problem behaviors,and academic competence Links assessment to interventions
  8. 8. Rating Scales Differ on Age levels Informants Types of behaviors included Psychometric quality
  9. 9. Direct Observation Describe the behavior to be observed Select a measurement system Set up a data collection system Select a data reporting system Carry out observations and interpretresults
  10. 10. Direct Observation
  11. 11. Functional Assessment Describe the behavior Identify factors that influence the behavior Generate a hypothesis Program planning
  12. 12. Attention Deficits andHyperactivity Sometimes identified as ADD or ADHD Criteria used is suggested by theAmerican Psychiatric Association Measures available: Attention Deficit Disorders Evaluation Scale(2nd ed.) (ADDES–2) Conners’ Rating Scales–Revised Children’s Attention and Adjustment Survey
  13. 13. Self-Concept and Self-Esteem Piers-Harris Children’s Self-ConceptScale (2nd ed.) Coopersmith Self-Esteem Inventories Multidimensional Self-Concept Scale Self-Esteem Index Culture-Free Self-Esteem Inventories (3rded.)
  14. 14. Peer Acceptance Scales Peer Attitudes Toward the HandicappedScale (PATHS) Sociometric techniques used to establishstudent’s acceptance in a specificclassroom
  15. 15. School Attitudes and Interests Attitudes are usually assessed informally Some formal measures available Incomplete sentences may elicit attitudesabout school Interests assessed informally or by norm-referenced instrument Kroth’s Survey
  16. 16. Learning Environment The Instructional Environment Scale–II(TIES–II) Assesses 12 components of the learningenvironment Behavioral expectations Classroom rules few in number Classroom management may be informal orstructured
  17. 17. Learning Environment Instructional demands are influenced by Curriculum Materials and activities Teaching procedures Task requirements Student-Teacher interactions Brophy-Good Teacher-Child Dyadic InteractionSystem Flanders’ Interaction Analysis Categories EcoBehavioral Assessment System Software(EBASS)
  18. 18. Learning Environment Physical conditions Sound Convenience Movement efficiency Flexibility Density
  19. 19. Answering the AssessmentQuestion Relies heavily on informants Many informal techniques are used Divergent views may be presented Rating scales and checklist may appearto be similar but yield different data Behavioral problem must be severe andpersistent