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Assessment and Evaluation of Students With EBD, Research Paper Example

Pages: 4

Words: 1175

Research Paper

Assessment Instrument

Summary/Procedures

Reliability/Validity Data

Age Range

Assessment Strengths

Assessment Weaknesses

Functional Behavior Assessment, using both Indirect, which includes Interviews with Parents, Pupil, and Teachers, and Direct Methods of Assessment

The purpose of the Indirect Method of the Functional Behavior Assessment is to collect a large amount of information in a short period of time by reviewing various sources of existing information. The information would be collected from Student X’s teachers and school records. This would include his age, grade, current placement(s) and teacher(s), medical diagnosis, medication information, as well as the reason for referral. The reason for referral would describe the problem behavior(s) in detail and what strategies have been used to address it. Additional information would be obtained from Student X’s school records, such as attendance records, grades, test scores, retentions, suspensions, previous comments regarding behavior, and other information that may be pertinent to the present issues. Given that Student X has exhibited violent behaviors within the home and school environments, a Problem Behavior Questionnaire (PBQ) (Lewis, Scott, & Sugai, 1994), as well as a Critical Events Index (CEI) (Walker & Severson, 1990) (p. 100), would be completed by the referring teacher as a means to guide further FBA methods. The final aspect of the Indirect method would occur as Interviews with Parents, Teachers, other Professionals and Paraprofessionals that know or work with Student X, as well as the student himself. By interviewing each of these people, “information would be gathered about the problem behavior and the setting events, antecedents, and consequences associated with the behavior” (p. 97). All persons interviewed would be asked to describe: “(a) the physical description of the problem behavior, (b) the circumstances that predict the occurrence and non-occurrence of the problem behavior, and (c) the reaction that the problem behavior evokes from others (Carr et al., 1994; Durand, 1990; Lewis et al., 1994; O’Neill et al., 1997)” (p. 97). To complete the Interview process, “a comprehensive Functional Assessment Interview (FAI) (O’Neill et al. (1997)) (p. 100) format, would be used for adults, with the shorter student-directed FAI being used to interview Student X”.

The purpose of the Direct Method of the Functional Behavior Assessment is to “validate and clarify

the summary hypothesis, statement(s)”, obtained through the indirect assessment method, “by directly observing student behavior in relevant settings, including actual A-B-C relationships” (p. 105). The two methods used for the Direct Assessment Method are the Scatter Plot Assessment, and the A-B-C Observations of Student X. According to Touchette, MacDonald, & Langer, 1985, “a scatter plot assessment (SPA), can be used to determine when problem behavior is most likely and unlikely to occur, especially when the problem behavior occurs frequently and seemingly at random” (p.105). A teacher can revise or refine the summary hypothesis statement obtained through the indirect method of assessment, by analyzing a scatter plot grid.

The final part of the FBA process using the Direct Assessment Method, is the A-B-C Observation. The purpose of this type of assessment is to get a “reliable record of the antecedents and consequences that are typically associated with” Student X’s “problem behaviors under normal circumstances” (p.105). The assessment would be done by observing Student X’s problem behavior and “immediately writing down the A-B-C sequence in observable and measurable terms” (p. 105).

The Indirect and Direct Methods of the Functional Behavior Assessment must be done in conjunction with one another in order to accurately assess and make recommendations for Student X. “Direct observation paired with interviews can lead to appropriate summary hypotheses about antecedents and consequences that can be used to guide the development of behavior support plans (Horner et al., 2006)” (p. 105).

Reliability/Validity of the Data collected from the Indirect Method of assessment is questionable on its own. Legally, the Indirect Method of assessment in an FBA is not sufficient for reliability and/or validity of data unless paired with or followed by additional methods, such as the Direct Method of assessment. The Indirect Method “does not prove the function of problem behavior; rather they lead to summary hypothesis statements about the potential function of the problem behavior” (p. 101).

A Scatter Plot is a grid, divided into time intervals and spaces to code behaviors over a period of time. This makes it an effective, valid, and reliable method of assessment to use when attempting to understand patterns of problem behavior for Student X.

The A-B-C Observation is more reliable than indirect methods due to less reliability on a person’s memory and/or subjective interpretations of facts.

Student X is a 10-year-old boy and as such is of a sufficient age for both Indirect and Direct Assessment Methods in the Functional Behavior Assessment process.

Gaining background information from a variety of sources would assist in gaining a complete picture of Student X in order to more fully understand the reason(s), frequency, level, and consequences supporting the problem behavior.

The Functional Assessment Interview (FAI) enables teachers to receive information from a variety of sources involved with Student X, and to “verify it by identifying consistency across interviewees” (p. 100).

The Scatter Plot Assessment (SPA) is a useful tool to complement interview information, and to lead to more efficient and effective direct observations of Student X’s problem behaviors. By identifying patterns to these behaviors, the teacher may be able to develop prerequisite information for the A-B-C Observations, and in turn to the resulting Behavior Intervention Plan (BIP) that may result.

The strength of the A-B-C Observation method lies in the ability to remain objective rather than subjective. To clearly define the antecedent behavior and the consequences that result, is to have a strong method of assessment that will lead to a strong plan of action for Student X.

Referral Information and school records may not provide “clear and specific information about setting events, antecedents, or consequences related to the occurrence of the problem behavior” (p. 97). The information gathered from these sources may be too general or incomplete to provide an adequate understanding of Student X’s behavior. It may not lend itself to a pattern that can be observed if only “severe” or “extreme” incidences of behavior are being noted.

The Functional Assessment Interview (FAI) is only as reliable, as its sources are honest and open with the interviewer in terms of their knowledge of Student X and his problem behaviors. By identifying consistency across interviewees, the strength of this assessment rises while the weaknesses are diminished.

The Scatter Plot Assessment is limited only in the fact that it requires time and continued commitment to accurately record the data at the right time(s) of the day. Missing a day or an hour could skew the data making it more difficult to distinguish patterns.

The weakness of the A-B-C Observation is time and commitment. The A-B-C must be written down immediately after happening and not doing so will create a certain degree of subjectivity to enter the process, thereby skewing the results.

References

Yell, M.L., Meadows, N.B., Drasgow, E., Shriner, J.G., Martin, C.A., O’Neill, R.E. (2009). Functional BehavioralAssessments and Behavior Intervention Plans. Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders, (pp. 92- 123). Upper Saddle River, New Jersey 07458: Published by Merrill for Pearson Education, Inc.