Assessment of Behavior

1. Assessment of Behavior EXED 530

2. Assessing Problem Behavior • Observation of a specific situation. • Observation in various settings. • Observation at different times during the day.

3. Target Behaviors • Are the ones the observer wants to see during the observation. • Recording techniques: • Anecdotal recording (specific time duration). • Event recording (counting the frequency of the behavior). • Latency recording (time between stimulus and response). • Duration recording (amount of time a target behavior occurs).

4. Involves Knowledge About • The degree to which he/she believes personal behaviors make a difference in their life. • Tolerance for frustration. • General activity level. • View of self. • Emotional response. • Conflict child is experiencing.

5. Projective Drawing Tests • Goodenough-Harris Drawing Test • Draw-A-Person: Screening Procedure for Emotional Disturbance

6. Apperception Tests • Children’s Apperception Test • Thematic Apperception Test

7. Sentence Completion Test • Politte Sentence Completion Test

8. Rating Scales • Conners’ Parent and Teacher Rating Scale • Attention Deficit Disorders Evaluation Scale

9. Assessment of Adaptive Behavior • AAMR Adaptive Behavior Scale • The Adaptive Behavior Evaluation Scale • Vineland Adaptive Behavior Scale • Developmental Assessment for the Severely Handicapped

10. Functional Behavioral Assessment • Process of determining why a student engages in challenging behavior and how that relates to the environment. • Purpose is to gather information in order to understand the specific reasons for a behavior.

11. FBA Provide information • Assist the eligibility or IEP committee to develop a hypothesis as to: • Why the student engages in the behavior? • When the student is most likely to demonstrate the behavior? • Situations in which the behavior is least likely to occur.

12. Involves Review of • Curriculum. • Instructional and motivational variables. • Classroom arrangements. • Individuals present in the classroom. • Present health issues. • Instructional subject and work demands.

13. IDEA Focus • Implemented as an integrated set of practices throughout the IEP process. • Identify and measure specific behaviors. • Nature of the assessment must match the need of the student. • Provide data to design behavioral strategies and supports.

14. Components of FBA • Identification of the problem area. • Definition of the behavior in concrete terms. • Identification of contextual factors that contribute to the behavior. • Formulation of hypothesis regarding the general conditions under which the behavior occurs and probable consequences that maintain the behavior.

15. Writing a FBA • Stage I • Identify and define the target behavior. • Stage II • Gather broad information about the student. • Stage III • The IEP team gathers contextual information that pinpoints the circumstances and consequences of the behavior.

16. Continued.. • Stage IV • Define the reason why the behavior continues. • Stage V • Identify specific variables that can be manipulated and observed. • Stage VI • Develop an intervention plan.

17. Behavioral Intervention Plans • Address: • Short-term prevention. • Teach alternative skills. • Responses to problem behaviors. • Long-term prevention.