ABA 527 M6 Project

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ABA 527 M6 Project

PBIS/SW-PBIS Evaluation Review of Tools

Nhazanu Yekeh Pessima

Graduate School College of Education, Endicott College,

ABA 527: AT03-SP23 ABA IN PUBLIC SCHOOL SPECIAL

Professor. Beth Keefe

March 12th, 2023

Evaluation Tools

Evaluation tools are instruments or methods that are used to assess, measure, or evaluate a particular aspect of a program, intervention, or individual. The tools can be qualitative or quantitative, standardized or customized, and can be used in various settings such as schools, clinics, organizations, and community programs. Two evaluation tools that would be pertinent to the student specific consultation path include:

1. Direct Behavior Rating (DBR)

The DBR is a tool used to collect direct, continuous observations of a student's behavior (Martin&Pear, 2019). It consists of a scale with defined behaviors that can be rated by an observer in real-time or after the observation period. The information gathered from the DBR can be used to assess the effectiveness of interventions and to monitor progress over time.

Pros: The DBR provides real-time data on a student's behavior that can be used to assess the effectiveness of interventions and to monitor progress over time. It is easy to use and can be completed by multiple observers.

Cons: The DBR relies on observation data, which may be subject to observer bias or error. It may not capture all the factors that contribute to the student's behavior.

1. Student Risk Screening Scale (SRSS)

The SRSS is a tool used to identify students who may be at risk for emotional or behavioral difficulties (Crone et al., 2015). It consists of a series of questions that assess a student's behavior, emotional state, and academic performance. The information gathered from the SRSS can be used to identify students who may need additional support or intervention.

Pros: The SRSS provides a quick and easy way to screen students for emotional or behavioral difficulties. It can be completed by teachers or other school staff and can be used to identify students who may need additional support or intervention.

Cons: The SRSS relies on self-report data, which may be subject to bias or error. It may not capture all the factors that contribute to a student's emotional or behavioral difficulties.

References

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015).  Building positive behavior support systems in schools: Functional behavioral assessment. guilford Publications.

Martin, G., & Pear, J. J. (2019). Behavior modification: What it is and how to do it. Routledge.