chapter 10 classroom behavior. purposes for assessing classroom behavior nonacademic demands of the...
TRANSCRIPT
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