CHAPTER OBJECTIVES The purpose of a behavioral assessment
Observational techniques Recording behaviors Interviews A students
behavior during testing Psychological tests UNDERSTAND
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
Slide 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: AnecdotalLatency recordings Event
recordingDuration recordings
Slide 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
Slide 8
Understanding a Students 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
Slide 9
Assessing Emotional & Social Development Assessment of a
childs behaviors involves knowledge about the following: The degree
to which she believes that personal behaviors make a difference in
her life The childs 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
Slide 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.
Slide 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)
Slide 12
Apperception Tests Require the child to view various picture
cards and tell a story about what it is he or she is seeing.
Childrens Apperception Test (CAT) Thematic Apperception Test
(TAT)
Slide 13
Sentence Completion Tests Provide the student with a beginning
of a sentence that the student needs to finish. Politte Sentence
Completion Test (PSCT)
Slide 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)
Slide 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.
Slide 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
Slide 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)
Slide 18
Functional Behavioral Assessment and Behavioral Intervention
Plans FBA- the process of determining why a student engages in
challenging behavior and how the students behavior relates to the
environment
Slide 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
Slide 20
CHAPTER OBJECTIVES The purpose of a behavioral assessment
Observational techniques Recording behaviors Interviews A students
behavior during testing Psychological tests UNDERSTAND