By Angeleque Akin-Little, Steven G. Little, Melissa A. Bray, Thomas J. Kehle
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Additional info for Behavioral Interventions in Schools: Evidence-Based Positive Strategies
Although there is considerable merit in developing procedures and methodologies for measuring the dimensions of behavior, there are other assessment activities that are subsumed under a much broader definition of behavioral assessment, particularly as it is applied in the school setting. , setting events, motivating operations), (d) conducting a functional behavior assessment, and (e) using singlesubject methodology to promote data-based decision making. This chapter covers all five of these areas, as each makes substantial contributions that compose a thorough behavioral assessment.
The SESBI). As part of the behavioral assessment process, a teacher can be asked to rate the intensity level of multiple behaviors at any given time using an informal scale, which adds another dimension to an existing assessment and provides another criterion against which to evaluate the effectiveness of treatment. For instance, a student may still disrupt the class seven times per day, but the intensity of each disruption has decreased from 9 (highly intense disruption) to 2 (very low-disruptive intensity).
Heick, P. (2004). School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems. Psychology in the Schools, 41, 551–561. Shriver, M. , & Watson, T. S. (2005). Bridging the great divide: Linking research to practice in scholarly publications. Journal of Evidence Based Practices for Schools, 6, 5–18. Smith, R. , & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of Applied Behavior Analysis, 30, 343–375. Solanto, M.