Assessment of Exceptional Students

1
Assessment of Exceptional Students

• Part Two
• Chapter Four

2
Observational Assessment

• Student Observation-Informal Systems
• Goals of Observing Student Behavior
• Student Observation A Model
• Student Observation-Formal Systems
• Observation of the Instructional Environment
• Functional Behavior Assessment
• Instructional environment
• Functional behavioral assessment

3
Student Observation Informal Systems

• Reactivity
• Analogue assessment
• Goals of Observing Student Behavior
• Early Detection of Problems
• Making Decisions about Entry Behaviors
• Making Instructional Decisions
• Student Observation A Model
• Identification of the Target Behavior
• Measurement of the Target Behavior
• Recording procedures
• Event Recording
• Duration Recording
• Latency Recording
• Interval Recording
• Momentary Time Sampling
• Introduction of Intervention Programs
• Evaluation of the Intervention Program

4
Student Observation Formal Systems

• Why Use Formal Student Observation
• Screening and identification
• Informal determination evaluation of teaching
  programs and strategies
• Documentation of need for further evaluation or
  referral
• Development and evaluation of IEPs
• Who Should Use It
• Primarily teachers
• School psychologists and parents

5
Observation of the Instructional Environment

• Why Use Observation of the Instructional
  Environment
• Analysis of instructional environment
• Who Should Use It
• Teachers
• Instructional Match
• Teacher Expectations
• Classroom Environment
• Instructional Presentation
• Cognitive Emphasis
• Motivational Techniques
• Relevant Practice
• Academic Engaged Time
• Informed Feedback
• Adaptive Instruction
• Progress Evaluation
• Student Understanding

6
Functional Behavior Assessment

• Why Use Functional Behavior Assessment
• Determine purpose or function that a behavior
  serves and to help develop a behavioral
  intervention plan
• Who Should Use It
• Teachers, school psychologists parents should be
  involved
• Manifestation determination
• Behavioral intervention plan
• Functional behavior assessment
• 1) Carefully define the behavior
• 2) Identify variables that predict or occur
  immediately before the behavior
• 3) Identify variables that occur immediately
  after the behavior
• 4) Develop a hypothesis
• 5) Collect observational data to support the
  hypothesis