Assessment of Exceptional Students Part Two: Chapter Four

Observational Assessment Student Observation-Informal Systems Goals of Observing Student Behavior Student Observation: A Model Student Observation-Formal Systems Observation of the Instructional Environment Functional Behavior Assessment Instructional environment Functional behavioral assessment

Student Observation – Informal Systems Reactivity Analogue assessment Goals of Observing Student Behavior Early Detection of Problems Making Decisions about Entry Behaviors Making Instructional Decisions Student Observation: A Model Identification of the Target Behavior Measurement of the Target Behavior Recording procedures Event Recording Duration Recording Latency Recording Interval Recording Momentary Time Sampling Introduction of Intervention Programs Evaluation of the Intervention Program

Student Observation – Formal Systems Why Use Formal Student Observation: Screening and identification Informal determination & evaluation of teaching programs and strategies Documentation of need for further evaluation or referral Development and evaluation of IEP’s Who Should Use It: Primarily teachers School psychologists and parents

Observation of the Instructional Environment Why Use Observation of the Instructional Environment: Analysis of instructional environment Who Should Use It: Teachers Instructional Match Teacher Expectations Classroom Environment Instructional Presentation Cognitive Emphasis Motivational Techniques Relevant Practice Academic Engaged Time Informed Feedback Adaptive Instruction Progress Evaluation Student Understanding

Functional Behavior Assessment Why Use Functional Behavior Assessment: Determine purpose or function that a behavior serves; and to help develop a behavioral intervention plan Who Should Use It: Teachers, school psychologists; parents should be involved Manifestation determination Behavioral intervention plan Functional behavior assessment 1) Carefully define the behavior 2) Identify variables that predict or occur immediately before the behavior 3) Identify variables that occur immediately after the behavior 4) Develop a hypothesis 5) Collect observational data to support the hypothesis 6) Develop an intervention plan