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Assessment Of Behavior

By Amy Taft

Other forms of Testing

  • Behavior Rating Scale
  • Behavior Questionnaires
  • Sociograms

Behavior Rating Scales

*Most common method used method

* It measures the widest range of behaviors

*Three key areas that need addressed

  • Defining the target behavior
  • Determining the best method for measuring
  • Establishing appropriate anchor points

*​Can be used to observe behavior of long periods

*Can be performed by many people in many settings

*Cost effective

*Requires little training

* Provides little stress to the student, they often do not know

they are being tested.

 

 

 

 

 

 

 

Defining target behaviors:

It is important to describe what the behavior looks like being as descriptive as possible. The short term goals previously set will be used but  not all problem behaviors can be targeted at once.  Pick the behaviors that are most significant at the time and rate the other accordingly. Focusing on the top couple will allow you to find the behavior and make the appropriate changes.  

Method of Measurement​​

Determine the most effective and appropriate way to measure the behaviors.

  • What is the easiest way?
  • What measure will effectively bring change?

 Things to think about when determining what to measure is Frequency-How often

  Duration-How Long

 Intensity- How severe

 

 

 

 

 

 

 

 
 

 

Developing Anchor Points

With anchor points you could set them for each area the same, Frequency, Intensity and Duration. The worst of the behavior being 5 and the least behavior being 1.

 

Behavior Questionarie

These are a set of questions used to assess the students behavior. These are usually given by people that spend time with the child such as teacher and parent and can be given daily or weekly . These are convenient and adaptable to a variety of students.  The questions we be questions built on what is known of the student.

Sociograms

These are graphs made by teachers that show classroom interactions. By looking at these Sociograms, you can find out where connections are being made and where they are not. It will show who the more popular kids are and who are more outcasted. Teachers can use these to pair students up with student they would normally not be paired with to help promote more classroom interaction.

My thoughts

I feel that it is important to know what tests are available because every child is different and what works for one will not work for all. In order to make sure all the students are getting appropriate assessment is having options.

Determination of Attention Disorders

Determination of Attention Disorders

8% of student 4-17 have attention disorder

More frequent in boys than girls

ADHD is a failure to adapt to the conditions standard schooling

Most diagnosis start with teacher observation

Students make carless mistakes

Student has trouble setting still

Students are impulsive

Students have trouble controlling their actions

Inattention

  • Does not pay close attention
  • Makes careless mistakes
  • Trouble keeping attention
  • Does not listen when spoken to
  • Does not follow instruction
  • Does not finish assignments
  • Lacks organization
  • Losses things
  • Easily distracted
  • Forgetful

Hyperactivity Impulsivity


  • Fidgets and squirms
  • Can not stay in seat
  • Runs around when not appropriate
  • Has trouble playing quietly
  • Always on the go
  • Talks excessively
  • Blurts out
  • Trouble taking turns
  • Trouble waiting
  • Interrupts

How to Determine

There are several ways to help determine if a student has a attention disorder. One of the easiest and first steps is teacher observation. Then you would speak to the parents get a history of the student and family, see if there are any concerns of the issue at home. The student would be given a  clinical assessment using standardize rating scales or questionnaire and an evaluation of their educational history. A physical examination end evaluation

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Assessments

Vanderbilt Assessment Scale

Behavior assessment System for Children

Child Behavior Checklist

How to Help

What good is the information if we do not use it to help so what can teachers do to offer support? Classroom interventions, reducing work load and distraction, allowing extra time when needed and helping with their fidget by implementing things like exercise balls to sit on or rubber bands connected to the desk to bounce their feet on. One of the biggest supports for the student in structure and consistency.

The Student:

The Parent:

There are a number of ways to support the parent. Some of them are, keeping the lines of communication of, educate the parent on ADHD and the ways they can support their child, Be supportive and flexible

My Reflection on

Emotional Disturbance

What is Emotional Disturbance?

Inability to learn that cannot be explained by intellectual, sensory or health factor 

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Inability to build and maintain satisfactory  interpersonal relationships with peers and teachers

Inappropriate behaviors of feelings under normal circumstances

General mood of unhappiness or depression

Tendency to develop physical symptoms or fears associated with personal or school problems

Types of Emotional Disturbance

Anxiety disorder

Bipolar

Conduct Disorder

Eating Disorders

OCD

Psychotic Disorders

 

 

 

 

Characteristics

Hyperactivity (short attention span)

Aggression or self injury

Withdraw

Immaturity

Learning Difficulties

 

Causes

Heredity

Brain disorder

Diet

Stress

Family Function

Frequency

Nearly 2.9 million children ages 4-17 have been prescribed medication for emotional disturbances

Evaluation

Students with suspected emotional disturbances go through a tiered evaluation process.

First is pre-referral: providing problem solving strategies to try to assist the student. Basic screenings such as vision and hearing exams, when all that comes back clear and interventions do not work

Then Evaluation: The student will go through a series of evaluations; behavioral, educational, Psychological, communication and social and behavior history. IEP team makes plans for the student based on the findings. 

Education

Once it has been determined that the child meets the criteria they are eligible to receive under IDEA a free and appropriate public education (FAPE), Continuous monitoring is needed.

References

https://www.psychologytoday.com/blog/freedom-learn/201007/adhd-school-assessing-normalcy-in-abnormal-environment

http://www.parentcenterhub.org/repository/emotionaldisturbance/

http://ec.ncpublicschools.gov/instructional-resources/behavior-support/resources/screening-and-evaluation-for-serious-emotional-disability

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