Chapter 10

1. Emotional, Social, and Behavioral Education Assessment By Angela Cappelluti and Jennifer Gore Chapter 10

2. Emotional and Behavioral Disorder (EBD) • In a school setting is a condition in which the responses of the student are so different from what is considered generally accepted, age appropriate, ethnic, or cultural norms that adversely affects the students performance in the areas of self-care, social relationships, personal adjustment, academic progress, classroom behavior, and work adjustment

3. Indicators of Emotional Behavioral Disorders • Acting and reacting aggressively toward others • Physically abusing others • Destroying the property of others purposefully • Bullying, threatening, or intimidating others • Blaming others for their misdeeds • Showing little or no empathy for the feelings or well-being of others • Page 393 in the book Figure 10-1

4. Assessing Emotional and Social Behaviors – Various Types of Evaluation Procedures • Observations • Interviews • Self–report inventories • Environmental assessments • Behavior rating scales • Functional Behavioral Assessments (FBA) • Sociograms

5. Things to think about during assessment process • Student must display the behavior in at least 2 setting – school being one of them • Information must be gathered from multiple sources (example social and instructional environments) • Identify students strengths and weaknesses • Consider the type of program the student is participating in and the people the student interacts with • Are the student’s problems related to environmental variables, cultural or linguistic differences, or influences of other handicapping conditions • The data collected on the student should create an over all picture of the concerns you have • Develop short and long term goals with strategies for interventions

6. Statistics Emotional and Behavioral Disorders affect 1.3 and 4.0 million students between preschool and high school age

7. Behavioral Analysis Procedures • Direct analysis of behavior – used when behavior is clearly disruptive or dysfunctional. Focuses on the actions that surround the behavior • Indirect assessment – are used to gather data about feeling and attitudes that cannot be identified during observations

8. Comprehensive Analysis of Behavior Includes……. • The nature of the behavior and the circumstances under which it occurs • Student’s appropriate behavior and when it occurs • The onset, circumstances, and the duration of the problem • Patterns of good behavior and misbehavior • The quality of interpersonal relationships in various school and out of school situations • The degree of the students skill level during periods of appropriate behaviors compared to inappropriate behavior • Willingness to participate in change • The students role in the classroom and school during various activities • Assessment of motivation, attitudes, beliefs, feelings, and abilities • Coping style • Hope they are supported or reinforced in the school setting • Home and peer support for the misbehavior

9. Types of Direct Observations • Event recording – the observer counts the number of times a target behavior occurs Page 396 Figure 10-3 • Duration recording – records how long a specific behavior lasts Page 397 Figure 10-4 • Latency recording - focuses on how long it took for before the student engaged in the targeted behavior Page 397 Figure 10-5 • Interval recordings – a specific amount of time is set for the observation. The time is then divided into smaller equal time segments. During the observation, the teacher records whether the target behavior is observed. Page 398 Figure 10-6

10. Completing a series of recording or running records assists the teacher in determining if the behavior is chronic or incidental, if a pattern exists, and/or if behaviors are increasing or decreasing • Records can be kept daily, weekly, on a monthly basis • Observe and record student behavior in a variety of settings and situations

11. Social Skills Development Social skills are learned behaviors that enable people to interact with each other in a positive acceptable manner. • Children need to have minimal social competence by the age of 6 or they may be at risk for: • long-term social and emotional problems • Academic-cognitive development • Citizenship • Inability to function normally as an adult • School achievement depends on emotional adjustments and interactive relationships

12. Social Skills Assessment • Why should teachers assess and monitor social-emotional and behavioral development? • Early social deficits tend to result in significant social problems later in life. • Children with disabilities tend to experience isolation, loneness, and social problems. • Social deficits can cause difficulty in reading, processing social cues, creating social relationships.

13. Social Skills Assessment • Social skills should be assessed in social environments that are familiar to the individual being assessed. • Assessments: • Observations • Interviews • Teacher rating scales: ask questions to determine target behaviors for remediation • Behavior role playing: model positive behaviors • Sociograms: graph of social interactions

14. Sociogram • Used to assess a student’s social status • This method graphically tracks the manner and frequency of the students social interactions. • Must be conducted over a period of time to determine if a pattern exists. • Steps: • Determine time, create situation or question and record interactions and level of social development over 2 weeks • Calculate the checks and percentage • Plot on a individual graphs for each student • Figures 10-14-16 pages 408-409

15. Functional Behavioral Assessment • What: is a direct observation of a student to determine the function of problem behaviors as a result of the social and physical aspects of the environment. • Why: establish what behavioral supports or modifications are needed for students with challenging behaviors. • When: An FBA usually is conducted when intervention strategies fail and additional information is needed to develop more effective interventions.

16. FBA According to IDEA, an FBA MUST be conducted before a behavior plan is implemented for use of the IEP team.

17. How to conduct a FBA 1. Identify the behavior that needs to decrease or increase (must be observable or measurable) 2. Define the problem in concrete terms and why it is a problem 3. Collect information about what events, times and situations that predict the problem behavior as well as the consequences **Antecedents, setting events**

18. How to conduct a FBA 4.Collect data on possible causes of behavior through past and present teachers, parents and the student. • Interviews • Questionnaires • Rating scales Data is to determine what events in the environment are linked to specific problem behavior.

19. How to conduct a FBA 5. Observation using a chart or guide: • Identify and define the problem behavior • Identify the time and setting • Record the antecedent of behavior • Record what happened after the behavior occurred • Identify and record the function of behavior (avoidance of task, attention).

20. How to conduct a FBA 6. Analyze the data 7. Summarize the information: antecedents/setting situations that triggered behavior, consequences that reinforced the behavior, functions of the behavior. 8. Develop a hypothesis for problem behavior and suggestions for effective behavior plan.

22. Example of a FBA • Website: http://www.usu.edu/teachall/text/behavior/LRBIpdfs/lrbiresource_02.pdf

23. Lets try one together • As you observe the student: • Record the antecedent (what happens right before the behavior) • Record the behavior • Consequence • Function of the behavior---was the student avoiding the task or seeking attention • http://www.youtube.com/watch?v=K5JUdiEbJfg&feature=related • http://www.youtube.com/watch?v=8eCfnrGu5xo&NR=1

24. What would you suggest? • Take a minute to think about what suggestions you would provide to eliminate the problem behavior • Lets share