This chapter discusses various techniques for assessing student behavior, including observation, interviews, testing, and other methods. Observation involves watching students in different settings and recording target behaviors using methods like anecdotal notes, event recording, and duration recording. Interviews can be structured or unstructured. Psychological tests administered include projective drawing tests, apperception tests, and sentence completion tests. Adaptive behavior refers to a student's independence and social skills and is assessed using scales. Functional behavioral assessments identify why problem behaviors occur and how to address them through behavioral intervention plans.

1. Assessment of Behavior Chapter Ten

2. CHAPTER OBJECTIVES The purpose of a behavioral assessment Observational techniques Recording behaviors Interviews A student’s behavior during testing Psychological tests UNDERSTAND

3. CHAPTER OBJECTIVES Projective drawing tests Appreciation tests Sentence completion tests Adaptive behavior Functional behavior assessment Behavioral intervention plans UNDERSTAND

4. ASSESSING PROBLEM BEHAVIOR

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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.

11. 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)

12. 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)

13. Sentence Completion Tests Provide the student with a beginning of a sentence that the student needs to finish. Politte Sentence Completion Test (PSCT)

14. 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)

15. 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.

16. 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

17. 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)

18. 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

19. 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

20. CHAPTER OBJECTIVES The purpose of a behavioral assessment Observational techniques Recording behaviors Interviews A student’s behavior during testing Psychological tests UNDERSTAND

21. CHAPTER OBJECTIVES Projective drawing tests Appreciation tests Sentence completion tests Adaptive behavior Functional behavior assessment Behavioral intervention plans UNDERSTAND

22. THE END