Assessing Problem Behaviors

Document Type

Article

Publication Date

1-1-2024

Abstract

In this assessment-focused chapter, we explain how data can be used to inform social-emotional-behavioral instruction or intervention. We first define the terms “assessment” and “data” and then provide a rationale for why special education teachers need to collect data. Next, we describe seven purposes of assessment, including screening, progress monitoring, instructional planning, resource allocation, special education eligibility determination, program evaluation, and accountability. After providing an overview of the special education eligibility determination process, we spend the rest of the chapter explaining and applying assessment principles to individual students, classrooms, and schools. Critical to effective special education teaching is the process of intensive behavioral intervention known as data-based individualization which is discussed in detail and applied to the individual student level. At the classroom level, the importance of documenting effective classroom management practices is emphasized. At the school level, the value of multitiered systems of supports are addressed, specifically effective implementation of positive behavioral interventions and supports frameworks.

Publication Source (Journal or Book title)

The Special Educator’s Guide to Behavior Management

First Page

213

Last Page

227

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