1. CHAPTER 9: Assessing Behavior
Assessing Students with Special Needs
Fifth Edition
John J. Venn
University of North Florida
© 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

2. Overview Principles Behavior rating scales RtI for behavior
Functional behavior assessment (FBA)
Direct observation
Self-concept inventories
ADHD

3. Overview
A dynamic process requiring careful observation and accurate professional judgment
Observation entails use of specific, technical measurement procedures
Many sources help assess student behavior including rating scales; observation; communication with parents, students, and others; and review of educational records

4. Why Do We Assess Behavior?
Overview
Why Do We Assess Behavior?
To screen for possible emotional disturbance or behavior disorders
To diagnose students with emotional disturbance or behavior disorders
To develop plans for managing behavior and improving academic performance
To measure the effectiveness of behavior intervention programs

5. Rating Scales
Frequently used to evaluate the conduct of students who exhibit inappropriate behavior
Questionnaires containing lists of behaviors
Raters complete the questionnaires by assigning a rating (often on a scale of 1 to 5) to each item on the list

6. Rating Scales
Raters are usually teachers, parents, or other primary caregivers who are familiar with the student
Includes instruments for evaluating student behavior in school, at home, in the community, and in specialized treatment programs
Take about 20 minutes complete
Best for screening

7. Rating Scales Social Skills Improvement System –
Rating Scales (SSIS-RS)
Norm-referenced, individually-administered
Measures social skills, competing problem behavior, and academic competence
For ages 3-18
Classwide and individual intervention guides are available

8. A three-tiered system of support
RtI
A three-tiered system of support
Tier 1 behavior support includes a set of universal interventions for all students (e.g. school-wide positive behavior support program)
Tier 2 supplemental interventions for students who need more support
Tier 3 intensive interventions including special education and related services for students with emotional or behavioral disabilities

9. Functional Behavior Assessment
A comprehensive process with a series of steps
To identify the function of a student’s behavior and
To determine the conditions under which it is most likely to occur

10. Functional Behavior Assessment
Identify the target behavior in measurable terms
Observe the behavior and collect data to identify the conditions under which the behavior occurs
Use the data to develop hypotheses about the function of the behavior
Develop and implement a behavior intervention plan
Conduct ongoing progress monitoring

11. Direct Observation Recording actual behavior as it occurs
Not a single procedure, but a spectrum of informal and formal techniques
Informal observation
Anecdotal recording
Event recording
Duration recording
Partial interval recording
Momentary time sampling

12. Self-Concept Inventories
How individuals feel about themselves in various life situations
Also called self-esteem
Related to school achievement, background, and social development
Piers-Harris Children’s Self-Concept Scale, Second Edition
60 questions student’s answer about themselves

13. ADHD Severe chronic problems regulating attention and activity
Bothersome or irritating behaviors that trigger negative responses from others
ADHD definition includes inattention, hyperactivity, and impulsivity
Assessment techniques include direct observation and completing rating scales
Conners 3rd Edition
Rating scales for parents and teachers and self-report forms for children

14. Summary Procedures for assessing behavior include Indirect measures
Rating scales, self-concept inventories, and ADHD checklists
Direct Measures
Observation
RtI for Behavior
Functional Assessment of Behavior