Chapter 10 Classroom Behavior

Purposes for Assessing Classroom Behavior Nonacademic demands of the classroom and other learning environments Determine if the behavior is severe and pervasive Determine if the behavior affects school performance

Primary Approaches Direct student observation Gathering information from informants

Issues and Trends Preference for the term “behavioral disorders” rather than “emotional disturbance” Definition of disability varies Treatment has been influenced most by behavioral model and more recently by the ecological perspective

Current Practices Both informal and formal measures are used Personality measures are rarely used

Sources of Information School records Student observations Rating scales and inventories Teacher observation and information Peer acceptance and interaction Parents can describe home environments and behavioral expectations

Behavior Rating Scales Behavior Rating Profile (2nd ed.)( BRP–2) Student self-rating and peer ratings Behavior Evaluation Scale–2 (BES–2) Items linked to federal definition of serious emotional disturbance Social Skills Rating System (SSRS) Assesses social skills, problem behaviors, and academic competence Links assessment to interventions

Rating Scales Differ on Age levels Informants Types of behaviors included Psychometric quality

Direct Observation Describe the behavior to be observed Select a measurement system Set up a data collection system Select a data reporting system Carry out observations and interpret results

Direct Observation

Functional Assessment Describe the behavior Identify factors that influence the behavior Generate a hypothesis Program planning

Attention Deficits and Hyperactivity Sometimes identified as ADD or ADHD Criteria used is suggested by the American Psychiatric Association Measures available: Attention Deficit Disorders Evaluation Scale (2nd ed.) (ADDES–2) Conners’ Rating Scales–Revised Children’s Attention and Adjustment Survey

Self-Concept and Self-Esteem Piers-Harris Children’s Self-Concept Scale (2nd ed.) Coopersmith Self-Esteem Inventories Multidimensional Self-Concept Scale Self-Esteem Index Culture-Free Self-Esteem Inventories (3rd ed.)

Peer Acceptance Scales Peer Attitudes Toward the Handicapped Scale (PATHS) Sociometric techniques used to establish student’s acceptance in a specific classroom

School Attitudes and Interests Attitudes are usually assessed informally Some formal measures available Incomplete sentences may elicit attitudes about school Interests assessed informally or by norm- referenced instrument Kroth’s Survey

Learning Environment The Instructional Environment Scale–II (TIES–II) Assesses 12 components of the learning environment Behavioral expectations Classroom rules few in number Classroom management may be informal or structured

Learning Environment Instructional demands are influenced by Curriculum Materials and activities Teaching procedures Task requirements Student-Teacher interactions Brophy-Good Teacher-Child Dyadic Interaction System Flanders’ Interaction Analysis Categories EcoBehavioral Assessment System Software (EBASS)

Learning Environment Physical conditions Sound Convenience Movement efficiency Flexibility Density

Answering the Assessment Question Relies heavily on informants Many informal techniques are used Divergent views may be presented Rating scales and checklist may appear to be similar but yield different data Behavioral problem must be severe and persistent