Chapter 10 assessment of behavior

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Chapter 10 assessment of behavior

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

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