Ch+11+notes

Chapter 11: Assessment of Behavior Brief Summary Chapter 11 focuses on the assessment of behavior. After reading this chapter your students should be able to understand the following: 􀂃 The purpose of a behavioral assessment Projective drawing tests 􀂃 Observational techniques Apperception tests 􀂃 Recording behaviors Sentence completion tests 􀂃 Interviews Adaptive behavior 􀂃 A student’s behavior during testing Functional behavioral assessment 􀂃 Psychological tests Behavioral intervention plans Lecture and Discussion Outline I. Overview II. Assessing Problem Behavior III. Observation A. Observation of a specific situation B. Observation in various settings C. Observation at different times during the day D. Target behaviors E. Types of recording that are often used when doing an observation 1. Anecdotal recording 2. Event recording 3. Latency recording 4. Duration recording F. Goals of Observations IV. Interviews A. Structured interview B. Unstructured interview V. Understanding a Student’s Behavior During Assessment A. Adjustment to the Situation B. Reaction Time C. Nature of Responses D. Verbalizations E. Organizational Approach Used During Testing F. Adaptability G. Attitude VI. Assessing Emotional and Social Development A. Psychological Tests 1. Projective Drawing Tests a. Goodenough-Harris Drawing Test (GHDT) 95 b. Draw-A-Person: Screening for Emotional Disturbance (DAP:  SPED) 2. Apperception Tests a. Children’s Apperception Test (CAT) b. Thematic Apperception Test (TAT) 3. Sentence Completion Tests a. Examples from a sentence completion test 4. Rating Scales a. Overview b. Conner’s Parent and Teacher Rating Scales c. Attention Deficit Disorders Evaluation Scales VII//. // Assessment of Adaptive Behavior A. AAMR Adaptive Behavior Scale-Residential and Community-2 (ABS-RC:2) B. AAMR Adaptive Behavior Scale-School (ABS-S:2) C. The Adaptive Behavior Evaluation Scale-Revised (ABES-R) D. Vineland Adaptive Behavior Scale (VABS) E. Developmental Assessment for the Severely Handicapped-2 (DASH-2) VII. Functional Behavioral Assessment and Behavioral Intervention Plans A. Overview B. FBA and Requirements of IDEA 1. Evaluation 2. IEP Team (Eligibility Committee) 3. IEP Contents and Considerations 4. Discipline C. Writing Functional Behavioral Assessments and Intervention Plans D. Six stages of writing a FBA E. Role of the Eligibility Committee in the FBA F. Behavioral Intervention Plans VIII. Conclusion