Test behaviors (coco)

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Chapter 9

Assessment of Behavior

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Purpose: Increase Academic Engaged Time
The time when the student is actively involved in the learning process.
Behavioral challenges are to be addressed within the three-tier structure
Teachers are required to document interventions and their effects prior to special education referral.

Behavioral Assessment & Interventions

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Behavioral intervention strategies are based on a clear understanding of why a behavior
occurs.
Behavioristic principle is founded in the theory that behaviors are maintained
or increased by the reinforcing events that follow the event or behavior.
Events that happen prior to the target behavior increase the likelihood that the behavior will be exhibited.

Behavioristic Principles

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Implement interventions with consistency and integrity
Utilize Positive Behavioral Support Systems (PBS)
Adults consistently implement school rules, consequences and rewards
Teachers believe in and support the school’s goals for improving behavior

Tier-One Interventions

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Include small-group interventions
Specific intensive efforts for students who are at-risk
Data may be collected through Functional Behavior Assessment procedures
Examples include:
Small-group instruction
Mentoring
Earning rewards

Tier-Two Interventions

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Provided procedural safeguards for students with behaviors that interfere with educational success
Students were repeatedly suspended or expelled from school--FAPE issues
Discipline often resulted in more harm to the student or caused behaviors to escalate

IDEA: History

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Manifestation Determination
A hearing to determine if a student’s behavior is the result of the student’s disability.
Must occur immediately and before a student can be suspended for more than 10 days

BIPs address student’s behavior by changing the antecedent or consequence the student is seeking.
BIPs must include instruction in positive behaviors to replace negative behaviors.
Students who receive services must be disciplined as anyone else would be except if the IEP/BIP was not followed OR the number of days suspended will exceed 10.

IDEA: Requirements

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Ensuring a student’s IEP was appropriately written and followed.
PLOPS for behavior must be included in the IEP.
A Behavior Intervention Plan (BIP) is in place and is based upon a FBA.
A plan designed to increase positive behaviors and decrease negative behaviors before these become problematic.
BIP includes PBS and interventions to provide the student with acceptable replacement behaviors.
Appropriate behaviors that are incompatible with the negative behaviors they replace.

Manifestation Requirements

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

A multi-component assessment to determine the purpose (function) of target behaviors

Seeks to answer the question WHY inappropriate behavior is occurring

Defines the target behavior

Determines when the behavior occurs and does not occur

Generated hypotheses about possible functions

Special and general education teachers participate

Testing the hypothesis to determine what function the behavior serves is called Functional Behavioral Analysis

FBA: Purpose & Process

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

FBA: Requirements

FBA should be conducted when a student’s behavior

impedes his or her learning or that of others
presents a danger to him/herself or others
requires suspension or placement in an interim setting approaching 10 cumulative days

FBA must be conducted when a student’s behavior

requires suspension or placement in an alternate setting for more than 10 consecutive days
requires a change in placement
involves drugs of weapons
requires a due process hearing office to place a student in an alternative educational setting

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Indirect Observation

Interviews, review school records, completing behavioral rating scales and checklists.

Direct Observation

Event (frequency) recording
Recording the frequency of a target behavior
interval recording
Sampling a behavior intermittently for very brief periods of time
anecdotal recording
Observations of behavior in which the teacher notes all behaviors and interactions that occur during a given period of time.
duration recording
Observations that involve the length of time a behavior occurs.
latency recording
Observations involving the amount of time that elapses from the presentation of a stimulus until the response occurs.
interresponse time
The amount of time between target behaviors.

FBA: Types of Observations

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Functional Assessment Interviews

The interview component of the FBA that provides information about possible purposes of target behaviors.

Functional Behavioral Analysis

During the indirect assessment and the direct observation phases of the assessment, hypotheses are generated regarding the purpose or function of the behavior.
The variables believed to be triggering the behavior and the possible consequences following the behavior are manipulated.
By this manipulation, it can be determined exactly why the student is using the behavior.

FBA: Types of Assessment

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

May be completed by a teacher or other trained professional (e.g., paraeducator).
May be teacher-made and/or informal.
Be objective.
Be specific.
Define behaviors so that individuals would be able to agree about whether the behavior is occurring or not.

Direct Observational Techniques

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Identify target behaviors

Specific behaviors that require intervention by the teacher to promote optimal academic or social learning.

Establish a baseline

The frequency, duration or latency of a behavior determined before behavioral intervention.

Note antecedent events

An event that occurs prior to the target behavior and increases or decreases the probability of the target behavior.
Setting event—Antecedents that occur in another setting prior to the target behavior.
Establishing Operation—Events that make a consequence more attractive.

Direct Observational Techniques

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Anecdotal Recording
The teacher observes the student in a particular setting and writes down everything that occurs in that setting.
Provides a basis for analyzing the antecedent, behavior and consequence
Antecedent—triggers the behavior
Behavior—the student displays
Consequence—thought to maintain or reinforce the behavior

Types of Recording

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Event or Frequency Recording
Assesses the frequency with which a behavior occurs
Tally the number of times a behavior occurs.
Creates a baseline for use as a comparison following an intervention
Useful for observing easily detectable behaviors for short periods of time

Types of Recording

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Time Sampling
Uses frequency counting to record student activity for a specific period of time (e.g., 5 minutes).
The behavior is then sampled across the day.
Does not require continuous observation, and more than one student or behavior may be observed throughout the day.
Interval Recording
Used when you want to observe several students or behaviors at one time or to record behaviors that occur too frequently to record each event.
Data are collected by the observer indicating whether the behavior is occurring or not occurring.
Observation intervals are very brief (e.g., 2 minutes).
During this time, the behavior may be recorded every 15 seconds as happening or not happening.

Types of Recording

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Duration Recording
How long a student engages in a behavior.
Time is the variable of interest.
Latency Recording
The time is recorded from the moment a stimulus is given until the response occurs.
Elapsed time is the variable of interest.
Interresponse Time
The length of time between the behaviors or responses is recorded.
May vary wildly.
Usually provides data to pose additional questions.

Types of Recording

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

The parts:

Observation rating scale

Anecdotal recording area

Interval recording area

Several observations are made across a variety of settings.
Observer compares the student to two other grade and gender peers and determines if the target student’s behavior is significantly different from his/her peers.
Behaviors are divided between externalizing and internalizing.
Notes the occurrence of clinical behavioral syndromes.

Child Behavior Checklist:
Direct Observation Form, Revised

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Some methods rely on input from parents, teachers, or peers rather than on direct observation. These methods include:
Checklist
Rating Scale
Questionnaire
Interview
Sociogram
Ecological Assessment

Non-direct Observation Techniques

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Checklists
Lists of academic or behavioral skills that the respondent completes by checking the appropriate responses.
Rating Questionnaire
Similar in content to a checklist, but the respondent indicates their response along a rating scale.
Format allows for interpretation of the extremes.
Pinpoints areas for future observations.
Issues to consider when using rating scales
Ratings are summaries of observations of the relative frequency of specific behaviors.
Ratings of social behavior are judgments affected by one’s environment and the individual rater’s standards for behavior.
The social validity of the behaviors one assesses and eventually treats should be understood.
Multiple assessors of the same child’s behavior may agree only moderately.
Many characteristics of a student may influence social behavior; however, the student’s sex is a particularly salient variable.

Checklists & Rating Scales

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Achenbach System of Empirically Based Behavior Assessment
Includes a parent, teacher and student form; Direct Observation form; Interview form
Student is rated on positive behaviors and behavioral syndromes.
Behavior Assessment System for Children-2nd edition
Includes a parent and teacher rating scale; a developmental history form, self-report form for students ages 8-25.
Distinguishes between ADD, depression, other behavioral concerns and social maladjustments.

Common Rating Scales

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Behavior Rating Profile—2
Includes a parent, teacher and student form
Allows for comparison between how the student, teacher and parent perceive the student.
Categorizes student’s perceptions: school, home and peer relationships.
Evaluates student’s feelings about school, relationships with peers and parents.
Conners Rating Scales-Revised
Multidimensional scales that assess ADHD and other disorders that may coexisit with attention disorders.
Assists with DSM-IV diagnoses.
Behavioral dimensions assessed: oppositional, cognitive problems/inattention, hyperactivity, anxious-shy, perfectionism, social problems, psychosomatic.

Common Rating Scales

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Questionnaires
The questions found on questionnaires are similar to the items on checklists
The respondent is encouraged to describe the behaviors or situations where the behavior occurs.
The respondent answers with objective, narrative statements.
Interviews
Interviews are completed using questions similar to those used on questionnaires.
The evaluator orally asks the respondent the questions and encourages objective, detailed information.
Child Behavior Checklist: Semistructured Clinical Interview

Questionnaires & Interviews

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

The sociogram method of behavioral assessment enables the teacher to obtain information about group dynamics and structure within the classroom.
Constructed by designing questions that all members in the class will answer.
Answers are collected and depicted on a diagram.
This information can be interpreted to determine which students are
well liked by their peers
considered to be the leaders
believed to be successful in school
neglected by peers
Data can be used to develop social skills activities, grouping situations, etc.

Sociograms

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Ecological assessment analyzes the student’s total learning environment.
Analysis includes the student’s interactions with others.
All of the assessment methods presented may be used as a part of ecological assessment.

Ecological Evaluations

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Techniques used to analyze a student’s feelings by what the student projects into the story card or other stimulus.
More subjective scoring.

Projective Assessment Techniques

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Sentence Completion Tests
Stems of sentences that the student completes; analyzed for themes.
Rotter Incomplete Sentences Test k
Drawing Tests
Tests in which student draws figures, houses, trees, or families.
Screens a student’s feelings toward self, home and family.
Draw a Person Test
Apperception Tests
A student’s feelings about what they perceive to be happening in a picture or other stimulus; influenced by personal experiences.
Designed to elicit emotional responses.
Children’s Apperception Test
Roberts-2

Types of Projective Assessments

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Assessment of sustained focused attention and impulsive responding patterns
Manifested as distractibility, impulsivity, and overactivity in classroom situations.
Should be used in combination with other measures.
Continuous Performance Test
Conners’ Continuous Performance Test

Computerized Assessment of
Attention Disorders

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Overton: Assessing Learners with Special Needs: An Applied Approach,7th edition. ISBN 0131367137

Students may be found eligible under the category of emotional disturbance if they meet one or more of the following criteria:
An inability to learn that cannot be explained by other factors (such as a sensory or learning disorder)
Difficulty in establishing and maintaining relationships with peers and adults
Behaviors that are inappropriate for the circumstances
A persistent mood of unhappiness or depression
Physical symptoms manifested as the result of fears or concerns about school or other problems
Many factors are to be considered in the assessment of students exhibiting behavioral and emotional problems.
It is important that multiple measures and multiple informants be used and that the individual student’s environment be assessed as well
Scale for Assessing Emotional Disturbance

Determining Emotional Disturbance