Chapter 10

Emotional, Social, and Behavioral Education Assessment

By Angela Cappelluti and Jennifer Gore

Emotional and Behavioral Disorder (EBD)

In a school setting is a condition in which the responses of the student are so different from what is considered generally accepted, age appropriate, ethnic, or cultural norms that adversely affects the students performance in the areas of self-care, social relationships, personal adjustment, academic progress, classroom behavior, and work adjustment

Indicators of Emotional Behavioral Disorders

Acting and reacting aggressively toward others

Physically abusing others Destroying the property of others

purposefully Bullying, threatening, or intimidating others Blaming others for their misdeeds Showing little or no empathy for the feelings

or well-being of others

Page 393 in the book Figure 10-1

Assessing Emotional and Social Behaviors – Various Types of Evaluation Procedures

Observations InterviewsSelf–report inventories Environmental assessmentsBehavior rating scales Functional Behavioral

Assessments (FBA)Sociograms

Things to think about during assessment process

Student must display the behavior in at least 2 setting – school being one of them

Information must be gathered from multiple sources (example social and instructional environments)

Identify students strengths and weaknesses Consider the type of program the student is participating

in and the people the student interacts with Are the student’s problems related to environmental

variables, cultural or linguistic differences, or influences of other handicapping conditions

The data collected on the student should create an over all picture of the concerns you have

Develop short and long term goals with strategies for interventions

Statistics

Emotional and Behavioral Disorders affect 1.3 and 4.0

million students between preschool and high school age

Behavioral Analysis Procedures Direct analysis of behavior – used

when behavior is clearly disruptive or dysfunctional. Focuses on the actions that surround the behavior

Indirect assessment – are used to gather data about feeling and attitudes that cannot be identified during observations

Comprehensive Analysis of Behavior Includes…….

The nature of the behavior and the circumstances under which it occurs

Student’s appropriate behavior and when it occurs The onset, circumstances, and the duration of the problem Patterns of good behavior and misbehavior The quality of interpersonal relationships in various school and out

of school situations The degree of the students skill level during periods of appropriate

behaviors compared to inappropriate behavior Willingness to participate in change The students role in the classroom and school during various

activities Assessment of motivation, attitudes, beliefs, feelings, and abilities Coping style Hope they are supported or reinforced in the school setting Home and peer support for the misbehavior

Types of Direct Observations

Event recording – the observer counts the number of times a target behavior occurs

Page 396 Figure 10-3

Duration recording – records how long a specific behavior lasts Page 397 Figure 10-4

Latency recording - focuses on how long it took for before the student engaged in the targeted behavior

Page 397 Figure 10-5

Interval recordings – a specific amount of time is set for the observation. The time is then divided into smaller equal time segments. During the observation, the teacher records whether the target behavior is observed.

Page 398 Figure 10-6

Completing a series of recording or running records assists the teacher in determining if the behavior is chronic or incidental, if a pattern exists, and/or if behaviors are increasing or decreasing

Records can be kept daily, weekly, on a monthly basis

Observe and record student behavior in a variety of settings and situations

Social Skills Development

Social skills are learned behaviors that enable people to interact with each other in a positive acceptable manner.

Children need to have minimal social competence by the age of 6 or they may be at risk for: long-term social and emotional problems Academic-cognitive development Citizenship Inability to function normally as an adult

School achievement depends on emotional adjustments and interactive relationships

Social Skills Assessment

Why should teachers assess and monitor social-emotional and behavioral development? Early social deficits tend to result in

significant social problems later in life. Children with disabilities tend to experience

isolation, loneness, and social problems. Social deficits can cause difficulty in

reading, processing social cues, creating social relationships.

Social Skills Assessment Social skills should be assessed in social

environments that are familiar to the individual being assessed.

Assessments: Observations Interviews Teacher rating scales: ask questions to

determine target behaviors for remediation Behavior role playing: model positive behaviors Sociograms: graph of social interactions

Sociogram Used to assess a student’s social status

This method graphically tracks the manner and frequency of the students social interactions.

Must be conducted over a period of time to determine if a pattern exists.

Steps: ▪ Determine time, create situation or question and record

interactions and level of social development over 2 weeks

▪ Calculate the checks and percentage▪ Plot on a individual graphs for each student▪ Figures 10-14-16 pages 408-409

Functional Behavioral Assessment

What: is a direct observation of a student to determine the function of problem behaviors as a result of the social and physical aspects of the environment.

Why: establish what behavioral supports or modifications are needed for students with challenging behaviors.

When: An FBA usually is conducted when intervention strategies fail and additional information is needed to develop more effective interventions.

FBA

According to IDEA, an FBA MUST be conducted before a behavior plan is implemented

for use of the IEP team.

How to conduct a FBA

1. Identify the behavior that needs to decrease or increase (must be observable or measurable)2. Define the problem in concrete terms and why it is a problem 3. Collect information about what events, times and situations that predict the problem behavior as well as the consequences**Antecedents, setting events**

How to conduct a FBA

4. Collect data on possible causes of behavior through past and present teachers, parents and the student.

Interviews Questionnaires Rating scales

Data is to determine what events in the environment are linked to specific problem behavior.

How to conduct a FBA

5. Observation using a chart or guide:1. Identify and define the problem

behavior 2. Identify the time and setting 3. Record the antecedent of behavior4. Record what happened after the

behavior occurred 5. Identify and record the function of

behavior (avoidance of task, attention).

How to conduct a FBA

6. Analyze the data

7. Summarize the information: antecedents/setting situations that triggered behavior, consequences that reinforced the behavior, functions of the behavior.

8. Develop a hypothesis for problem behavior and suggestions for effective behavior plan.

Example of a FBA

Website:

http://www.usu.edu/teachall/text/behavior/LRBIpdfs/lrbiresource_02.pdf

Lets try one together

As you observe the student: Record the antecedent (what happens right

before the behavior) Record the behavior Consequence Function of the behavior---was the student

avoiding the task or seeking attention http://

www.youtube.com/watch?v=K5JUdiEbJfg&feature=related

http://www.youtube.com/watch?v=8eCfnrGu5xo&NR=1

What would you suggest?

Take a minute to think about what suggestions you would provide to eliminate the problem behavior

Lets share