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CHAPTER 8:
Assessment of Student Behavior

Assessment in Special Education

Raymond H. Witte

Jane E. Bogan

Michael F. Woodin

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Behavior Matters

We define ourselves by our actions

Educators need to realize that behavior is teachable content

Learning and academic success are always embedded within a social and cultural context, and for that reason a student’s behavior is as critical as the information or academic skill being taught

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RtI is Also About Behavior

The RtI process is most often associated with academic intervention but it is also about behavior intervention

The core intervention approach (i.e., Tier 1) for behavior is to provide students an instructional experience within the general education setting that is both preventive and proactive in regards to potential behavior-related problems

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Positive Behavior Support (PBS)

PBS functions as a data-focused problem-solving model that utilizes applied behavior analysis principles toward promoting positive peer relationships and developing behavior interaction skills for students

The PBS approach creates a positive and supportive behavioral climate within a school and, at the same time, introduces students to a skill-oriented behavior curriculum

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Functional Behavioral Assessment (FBA)

FBA breaks down a behavior pattern into its elemental parts which include the behavior’s purpose, the antecedents (what happens prior to the behavior) of the behavior, and the behavior’s consequences (what happens after the behavior is presented)

The functional A-B-C model of behavior

See FBAs on page 155

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Behavior Intervention Plan (BIP)

A behavior intervention plan (BIP) is an intervention plan that is implemented to address a presenting behavior problem

See page 157 & 158

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Gathering Evidence

Three primary sources are pursued when documenting student behavior: 1) observation, 2) questioning/interviewing, 3) behavior rating scales

All approaches are important in collecting essential pieces of evidence

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Observation: Informal

A common observational format is the anecdotal observation - an informal or naturalistic observation technique that involves the collection of information, typically in the form of an unrestricted running record of all occurring events during a specified period in the classroom

Advantages/disadvantages to this approach (page 159)

Because the anecdotal recording approach does not follow uniform data-collection procedures, recognized limitations include the inability to generalize findings, compare findings across observers, or generate quantitative data

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Observation: Formal
(Interval & Event Recording)

To be most effective, the behavior(s) of concern must be clearly identified and defined at the start of the comprehensive behavior review (specific behaviors and/or events that occur during the observation period are recorded, and other nonessential behaviors are ignored)

Interval Recording – Interval recording (also called time sampling) involves recording the occurrence of specific pre-identified behaviors during set time intervals usually of short durations (5 or 10 second intervals)

Event Recording – Event recording is consistent with interval recording in that pre-identified behaviors are selected, but the actual recording is not dependent on a fixed time interval but on the direct occurrence of the behavior

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Observation: Duration and Latency Recording

Duration and latency recording are also used to document and review behaivor

Duration is used to confirm the length of a demonstrated behavior (e.g., off task, temper tantrum)

Latency also involves time but it specifically looks at the amount of time that elapses from when a direction or request is made to when the behavior is initiated (e.g., school/task refusal)

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Questioning & Interviews

Questioning is undoubtedly one of the most direct ways to collect information from students

For most school-based issues (academic or behavioral) the confirming questions (who, what, where, when, and why) tend to be essential when new information and/or clarity regarding an issue is needed

An interview is structured to be a prearranged and organized discussion, usually between two people, where specific information is requested and obtained from an interviewee

Due to time limitations, informal, brief, personalized mini-interviews can render valuable information and insight into a student and his or her issues

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Behavior Rating Scales

Behavior rating scales have become a foundational element in assessing behavior

Formal behavior rating scales are used to verify and confirm behavior problems and/or significant issues through the rating of items that constitute and reflect various behavioral factors or clinical conditions

Common behavior rating scales: Behavior Evaluation Scale (3rd edition); Behavior Assessment System for Children (2nd edition); Conners 3

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Manifestation Determination

Disciplining students with special needs requires careful consideration and review due to the legal obligations and requirements for ensuring and safeguarding their right to a free appropriate public education

In accordance with federal legislation, students with special needs are treated differently from their peers without special needs when disciplinary removal (e.g., long-term suspension, permanent removal from school) is considered because the removal constitutes a change of placement for the student

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Manifestation Determination

Evidence must be collected and used to indicate whether the demonstrated behavior was a manifestation of the student’s disability or not

This requires a careful and methodic process that addresses key questions such as:

Does the reported problem have a direct relationship or causal connection to the student’s disability?

Does the student’s disability interfere with his or her understanding of the consequences of the misconduct?

Does the student’s disability interfere with his or her ability to control his or her actions?

Has the child’s IEP been properly followed and implemented?