School Based Behavioral Assessment Informing Intervention and Instruction The Guilford Practical Intervention in Schools Series 1st Edition by Sandra Chafouleas, Chris Riley-Tillman, George Sugai ISBN 1593854943 978-1593854942

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Product details: 

ISBN 10: 1593854943 

ISBN 13: 978-1593854942

Author: Sandra Chafouleas,  T. Chris Riley-Tillman,  George Sugai

This indispensable book helps school practitioners go beyond putting a label on student behavior problems–it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and interpreting and organizing the results. Case examples tie it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Table of contents: 

1. Introduction to School-Based Behavioral Assessment
   What Is School-Based Behavioral Assessment and Why Is It Needed?
   How Are Decisions Made about Where to Focus Assessment Efforts?
   How Are Assessment Tools Selected?
      Why Do You Need the Data?
      Which Tools Are Best Matched to Assess the Behavior of Interest?
      What Decisions Will Be Made Using These Data?
      What Resources Are Available to Collect These Data?
   Concluding Comments

2. Behavioral Assessment within the Context of the Whole School
   Why Look at the Whole-School Context?
      Leading with a Team
      Adopting a Systems Perspective
      Teaching and Encouraging Prosocial Skills
      Discouraging Rule-Violating Behaviors
      Maintaining a Continuum of Positive Behavior Supports
      Using Data to Guide Decision Making and Action Planning
   What Are the Guidelines for Whole-School Assessment and Monitoring?
      Start by Developing the Questions That Need to Be Answered to Improve Important Academic and Behavioral Outcomes
      Start with Existing Data Sources
   How Do You Use Whole-School Data Collected from ODRs?
      Use a Consistent Form
      Collect, Input, Summarize, and Evaluate Data as Events Occur and When Questions Need to Be Answered
      Assess Fidelity of Implementation
      Evaluate from a Systems Perspective
   What Are the Strengths of Using ODR Data?
      Easily Accessible/Already Available
      Useful in Describing and Assessing School Climate
      Easy for Stakeholders (e.g., Teachers) to Use
   What Are the Weaknesses of Using ODR Data?
      Potential Time Consumption
      Focus on Rule Violations and Problem Behaviors
      Difficulty in Establishing and Maintaining Consistent and Accurate Use by Individual Teachers and Administrators
      Misinterpretation
   Concluding Comments

3. Using Extant Data in Behavioral Assessment
   What Are Extant Data and Why Use Them?
   What Types of Extant Data Might Be Available for Academic Behaviors?
      Performance Summaries
      Work Samples
      Curriculum-Based Assessment
   What Types of Extant Data Might Be Available for Social Behaviors?
   How Do You Decide Which Information Might Be Useful?
   How Do You Summarize Data Collected?
      Reduced Risk of Reactivity
      Contextually Relevant
   What Are the Strengths Associated with Using Extant Data?
      Easily Accessible/Already Available
   What Are the Weaknesses Associated with Using Extant Data?
      Could Easily Become Time Consuming
      May Paint a Limited Picture
      Difficulty in Establishing and Maintaining Consistent and Accurate Use
      Unknown Psychometric Adequacy
   Concluding Comments

4. Systematic Direct Observation
   What Is SDO and Why Use It?
   What Are Specific Techniques for SDO?
      Event-Based Recording
      Time-Based Recording
   How Do You Select and Define Behaviors to Be Observed during SDO?
   How Do You Choose a System for Collecting SDO Data?
   How Do You Summarize Data Collected from SDO?
   What Are the Strengths Associated with SDO Techniques?
      Directness
      Flexibility
      Usefulness in Progress Monitoring
      Standardized Procedures
      Minimal Cost of Materials
   What Weaknesses Are Associated with SDO Techniques?
      Difficulty with Definition Specification
      Reactivity
      Observer Error and Observer Drift
      Limited Resulting in Terms of Training and Instrumentation
      Difficulty Monitoring Low-Frequency Behaviors
      Generalizability
   Concluding Comments

5. Direct Behavior Ratings
   What Are DBRs and Why Use Them?
   When Should DBRs Be Used?
   How Should You Design the DBR Form?
   What Is the Target Behavior and Who Is the Focus of the Rating?
   What Scale for Rating Should Be Used?
   When, Where, and How Often Will Data Be Collected?
   Who Will Conduct the Rating?
   Will DBRs Be Tied to Consequences?
   What Should Be Considered When Implementing DBR Procedures?
   How Are DBR Data Summarized?
   What Are the Strengths of DBRs?
      Highly Feasible, Acceptable, and Familiar
      Highly Practical for Use in Progress Monitoring
      Rich Feedback for Students
      Can Be Used in Both Assessment and Intervention
      Minimal Cost for Materials
   What Are the Weaknesses of DBRs?
      Rater Influence
      Limited Response Format
      Limited Knowledge about Psychometric Adequacy
   Concluding Comments

6. Behavior Rating Scales
   What Are Behavior Rating Scales and Why Use Them?
      Perception
      Cluster
      Comparison
   When Should a Behavior Rating Scale Be Used?
   What Are Some of the Available Behavior Rating Scales?
      Behavior Assessment System for Children, Second Edition
      ADHD Rating Scale–IV
   How Do You Summarize Data Collected from Behavior Rating Scales?
   What Are the Strengths Associated with Behavior Rating Scales?
      Reliable Estimates of Multiple Behaviors
      Use for Screening, Diagnostic, and Evaluative Purposes
      Possibility When Administered Infrequently
      Assistance with Assessment of Low-Frequency Behaviors
   What Are the Weaknesses Associated with Behavior Rating Scales?
      Limited Evidence of Use in Progress Monitoring
      Limited Value in Individualized Comparison
      Influence of the Rater
      Potential Cost
      Focus on Problems Rather Than Strengths
   Concluding Comments

7. Putting It all Together: Selecting Behavioral Assessment Tools
   Selecting Behavioral Assessment Tools: Returning to the Concluding Questions
      Why Do You Need Data?
      What Data Are Needed?
      How Will the Data Be Used?
      Who Will Collect, Summarize, and Analyze Data?
      How Will the Data Be Used in Decision Making?
   Concluding Comments

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Sandra Chafouleas,Chris Riley-Tillman,George Sugai,School Based,Behavioral Assessment