1. Assessment of Exceptional Students
Part Two:
Chapter Four

2. 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

3. 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

4. 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

5. 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

6. 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