Chapter+8

CHAPTER 8 POWERPOINT



PowerPoint Concepts


 * Functional Behavioral Assessment
 * Direct Observation
 * Follow and Analyze a Behavioral Case
 * Anecdotal Recording
 * Analysis of A-B-C
 * Event Recording
 * Discussion of Case
 * Special Education Teacher Consultation
 * Latency Recording
 * Analyzing Data

Chapter 8: Assessment of Behavior

Chapter Focus

This chapter addresses the assessment of behaviors that decreases academic engaged time and interfere with learning, such as externalizing (acting out) behaviors (including those attributed to attention deficit disorders), and the assessment of emotional and social difficulties of students. The 1997 IDEA amendments included new mandates for the assessment of behaviors that may impede student academic success. The legal requirements of functional behavioral assessment and the requirements of manifestation determinations are presented first. Methods used for functional behavioral assessment are discussed, followed by published instruments used to measure behavioral and emotional difficulties. Computerized methods of assessing attention disorders are presented at the end of the chapter.

Key Terms

academic engaged time school wide positive behavioral support manifestation determination behavioral intervention plan functional behavioral assessment replacement behaviors functional behavioral analysis direct observation event recording interval recording anecdotal recording duration recording latency recording interresponse time functional assessment interview target behaviors baseline antecedent setting events establishing operations frequency counting time sampling checklists questionnaires interviews sociograms ecological assessment projective techniques sentence completion tests drawing tests apperception tests

Check Your Understanding Activities: Activity 8.1
 * A || B || C ||
 * John enters class; teacher comments on math class || John responds with irrelevant questions || Teacher responds; may be distracted momentarily ||
 * John looks for math book; demands of teacher || John comments to teacher || Teacher responds ||
 * Get work is implied by her response || John throws pencil on floor || Teacher responds ||
 * Work in math is expected || John crumbles paper; throws paper on floor; throws book on floor || Teacher responds ||
 * John sent out of math class || John smiles and leaves ||  ||

Almost the identical sequence is repeated on Tuesday. Additional information from interview: Conditions within John's home environment affect his school performance and achievement.

Apply Your Knowledge

John' s difficulties at home and his lack of mastery in the math curriculum are resulting in his motivation to escape math class. Interventions should include strategies to assist with acquisition of skills in the math curriculum. Recommend other outreach intervention and contact with John's parents to offer assistance and resources if possible.

Activity 8.2

1.
 * A || B || C ||
 * Presented with worksheet || Looked for supplies || Delayed starting work ||
 * Located supplies || Sharpened pencil || Delayed starting work ||
 * Noise || Looked up || Distracted from work ||

2. During the time period between getting the assignment and beginning work, Amber delayed working for 5 minutes. The information from the anecdotal recording during 5 minutes indicates that Amber was disorganized and had difficulty finding needed materials. 3. The interval recording information indicates that when Amber began working, she was on task about 30% of the time she was observed. Apply Your Knowledge

Based on the information in the anecdotal recording and the interveal recording, Amber appears to have some indications of difficulty remaining on task. Additional observation and assessment may be required to determine the significance of the this distractibility. Amber may also have difficulty with mathematics, and this should be further evaluated. Behavioral objectives may vary but should include some indication of increasing on task time, decreasing latency, and increasing the number of math problems Amber correctly solves during class.

Activity 8.3

1. Jennifer & Emily, Kristy & Jennifer, Jake & Jaason, Mary & Sue, George & Sam, John & George 2. While all of the students were selected for at least one activity, Mary and Sue seem to be pretty isolated. 3. Looking at the bottom of the diagram, it seems that Jason, Jake, Kristy, Emily, and Jennifer may be in cliques. 4. Jennifer, Kristy, Jason, and Jake 5. Jennifer, Kristy, Jake, and Jason.

Apply Your Knowlege

Answers may vary.

MORE PRACTICE: Analysis of Behavior Case In this case there are 2 behaviors which require intervention. The first is coming to class on time and the second is coming to class prepared. 1. First, ask Don to describe what he is doing just prior to class that seems to interfer with his ability to get to class on time. You also need to find out what he is doing with his materials before class--are the materials in a locker? In another class room? Lunch room? 2. Strategies should incorporate decreasing the amount of time he is tardy or better, rewarding him for coming to class on time each day. Strategies should also include bringing the appropriate materials to class. Once you have found out the additional information about the function of his tardiness and coming to class unprepared, you may use this information to design a reward for Don. Because Don was a new student to the school, this friendship was likely very important to Don. This information would indicate that Don may need your assistanct in structuring some classroom situations that would promote soicalization-such as collaborative learning.

Chapter 8 Essay Questions 1. Discuss the differences, advantages, and disadvantages of direct and indirect behavioral assessment. 2. What are the reasons that manifestation determinations are conducted for students with special needs? 3. Compare assessment of behavior by the use of questionnaires and rating scales with projective assessment of behavioral and emotional challenges. 4. Discuss why validity and reliability in behavioral assessment is important yet may be more difficult to establish. 5. Discuss the reasons why a teacher would use a sociogram and what types of information can be obtained.