Social-Emotional Assessment Concepts

A multi-step process to identify students potentially needing support.

In-depth evaluation for students showing ongoing need for support, involving various methods like one-on-one tests, interviews, & observations in different environments.

Criteria for qualifying for Emotional/Behavioral Disability under the Individuals with Disabilities Education Act (IDEA) in Florida; showing more than 6 months of concerning behavior in at least 2 environments.

Seeking a student's agreement to participate in evaluation for special education services.

SEB tests (Social-Emotional Behavior) lack a 'right' answer, using gradients or scales(1-5), or skewed distributions. Conversely, cognitive tests have right answers, are dichotomous (yes/no format), and follow a normal distribution.

Potential flaws in Social-Emotional Behavior (SEB) instruments regarding bias in items, cultural sensitivity, insufficient evidence for reliability or validity of tools, or problems/inconsistencies during testing (like environmental distractions).

The accuracy and appropriateness of cognitive test results in measuring cognitive abilities.

Legal challenges are often raised in connection with SEB tools rather than purely in relation to cognitive instruments, especially associated with claims of inequitable or culturally biased practices.

A measure that differentiates between groups based on something other than the characteristic being measured.

Can be caused by using homogenous/non-representative norms that don't represent all diversity in a group.

Characterized by a depreciating attitude towards one's own group, a discriminatory attitude towards other minority groups, and appreciation of the dominant group.

A stage of conflict between negative and positive attitudes towards oneself, other minority groups, and the dominant group.

Emphasizes appreciation for one's group and conflict with other minority groups and deprecation of the dominant group.

Mental disorders such as mood disorders, schizophrenia, anxiety, and personality disorders.

Job or financial loss, relational or social loss.

Lack of social support, stigma, barriers to help-seeking, and limited access to healthcare.

Conditions or situations that increase a person's likelihood of attempting or completing suicide.

Conditions involving emotional, psychological, and social well-being which increase the risk of suicide.

Tools used to assess behaviors by gathering information from various sources.

Quick, standardized assessments that are cost-effective and reliable, often including input from multiple perspectives.

Sources of inconsistency or inaccuracy in behavior rating scale data.

Considering the unique cultural backgrounds of people being assessed.

Assessment process using resources efficiently and minimizing costs.

Producing consistent results when used by different people and at different times.

Naturalistic, Analogue, and Self-Monitoring are the three main types of direct behavior observations used in educational and clinical settings.

Observing behavior in its natural 'everyday' environment, like a playground. It seeks to be unobtrusive to avoid influencing the observed behavior.

Observing behavior in a structured, simulated environment like a clinic or lab. May involve role-playing, mimicking a real-life situation.

A method where the person being observed tracks their own behavior, which can include thoughts and feelings. It is commonly used in treatment programs.

Classifying a person as having a problem when they do not.

Classifying a person as not having a problem when they do.

A framework for culturally responsive assessment, considering factors like Age, Disability, Religion, Ethnicity, Socioeconomic Status, Sexual Orientation, Indigenous Heritage, National Origin, and Gender.

To holistically understand a client's background and cultural influences when making assessments

Methods used to assess social relationships, such as asking students to nominate peers they like or dislike.

Potential drawbacks, such as ostracization of children, fear of peer comparison, and parental resistance.

A concern that children might be excluded or rejected by peers after participating in sociometric assessments.

Worries that students might compare their responses, leading to negative feelings about themselves and others.

Parents, teachers, and administrators may object to using negative criteria in sociometric assessments, fearing potential harm to children.

Research does not support the claim that sociometric procedures cause harm to children.

Ensuring a high participation rate is crucial for accurate data. Less than 80% participation compromises the reliability and validity of the results.

Techniques to minimize ethical issues, such as using positive nominations, ensuring confidentiality, educating stakeholders, obtaining informed consent, and combining with positive methods.

A type of conduct disorder where the child's aggressive behavior is primarily directed towards their peers and is often motivated by a desire for social acceptance or dominance.

Emotional or behavioral problems that are directed inward, such as anxiety, depression, or withdrawal. They are often harder to recognize and quantify.

Objective self-report tests are characterized by: individual differences in responses, comparing individuals to a larger group, using normative data for comparison, and demonstrating validity by predicting future behavior.

A child with conduct disorder has a better chance of a positive outcome if they exhibit socialized aggressive behavior, have high intelligence, and possess strong social skills.

Internalizing problems are often harder to identify, classify, and count because they are less observable, tend to be private, and can be influenced by cultural factors.

To ensure data reliability and validity, aim for at least 80% participation within the group. Lower participation rates compromise the assessment's accuracy.

Pair positive nomination procedures with peer ratings or other methods that do not involve negative labeling. This maintains data integrity and addresses ethical concerns.

It's important to monitor participants after the assessment to ensure that no adverse effects arise. Research suggests that children generally do not feel negatively impacted by sociometric procedures.