SNED203.teaching.learners.w.EBD.parcongwapa.pdf

Emotional & Behavioral Disabilities Identify the specific skills that the learner did well & the ones Educational Assessment where they showed...

Emotional & Behavioral Disabilities Identify the specific skills that the learner did well & the ones Educational Assessment where they showed weakness. Analyze results & provide recommendations (write the assessment report) Copy is given to parents & explained comprehensively Assessment results are used in the development of individualized Education Plan Family- Strengths- Systematic & Authentic centered based going varied Performance- Culturally Individualized tools based Appropriate 1. Event Recording Strengths-based Assessment 2. Duration Recording 1. Goals & Assessment Process 3. Latency Recording Direct Observation, Primary Goal - determine the learner’s strengths, abilities, Running &Anecdotal 4. Amplitude/Magnitude Records and weaknesses in the various domains of development that will be instrumental in instructional planning & not establish 5. Anecdotal Records a clinical diagnosis. Curriculum-based, Performance-based, Educational Assessment 6. Antecedent-Behavior- Portfolio-based Formative Assessment - determine learner’s current skills Consequences (ABC) Analysis (data used to inform & modify instruction) Summative Assessment - measure the learner’s progress Functional Behavior Assessments toward the identified instructional goals as basis of adjustments & modifications 1. Strengths-based Assessment 2. Background Information & History A paradigm that values learner’s individual abilities, 1. Medical & Developmental History strengths, and skills 2. Assessment/Evaluation conducted by other professionals Basic Tenets (all learners): 3. Therapy support services have strengths & skills they can use 4. Family background & environment have the ability to learn & demonstrate strengths in 5. Learner’s educational & academic history situations 6. Background on the learner’s socio-emotional & behavioral Essential Principle - individualizing practices based on a skills learner’s strengths & providing opportunities to highlight & This information provide a comprehensive understanding of apply strengths amidst difficulties in & out the classroom the learner’s background during an educational assessment. Neurodiversity Strengths & Multiple Intelligent Checklist Questions to ask the learner/parent/teacher 3. Assessment Pan Are there any repeating behavioral patterns? It identifies the ff: When & Where is the learner most successful? a. Areas or domains to be assessed What conditions tend to trigger the problem behavior? b. Procedure on how each one will be assessed What sustains the learner’s attention? What engages the c. tools or instruments to be used learner? Authentic assessment methods are highly recommended to 2. Direct Observation, Running & Anecdotal Records provide realistic picture of the learner’s academic, a. Event Recording (Frequency) - pertains to the number of times behavioral, & socio-emotional functioning. a specific behavior occurs. 4. Interview, Assessment, & Observation Observation - different points of the day, different days during the week, in different classes/subject areas. Functional Behavior Assessment - conducted during observation Assessment - an ongoing, continuous process Teachers should plan for days when formative & summative b. Duration Recording - the length of time a specific behavior lasts. assessments will be conducted to monitor the learner’s progress regularly. 5. Data Analysis, Interpretation, Reporting, & Feedback Results are organized & analyzed in each identified domain. Teacher goes thru observation, checklists, test results, performance-based assessments, teacher-made worksheets, & other instruments  4. Functional Behavioral Assessment (FBA)/ Applied Behavioral Assessment (ABA) A systematic gathering & analyzing behavior within a specific context & hypothesizing the functions or reasons c. Latency Recording - the length of time between a signal to do why such behavior occurs. an action & the beginning of the target. Used by teachers & Special Educators to better understand example: the reason why students engage in certain behaviors. Target Behavior: answering of worksheet after verbal instructions Once identified, teachers will be able to plan & create more efficient & effective behavioral interventions. The teacher measures the time the verbal instruction was given FBA works on the idea that students engage in behaviors to until the moment the student begin working on the worksheet serve a purpose whether appropriate or not. d. Amplitude/Magnitude - the intensity of a specific behavior (ranges from sobbing, crying tantrum, & to a meltdown) 4 FUNCTIONS OF BEHAVIORS (EATS) the degree of aggression also measures amplitude, such as 1. to Escape or avoid an aversive or non-preferred activity breaking pencils, pushing table, or slamming the door 2. to get Attention such as from a parent or a teacher Running Records - a technique that allows for a detailed 3. to access Tangible gains such as preferred activity record of behavior in a specific situation or event. 4. for Sensory needs where children seek or avoid stimulation Data & time of Observation from the environment Names of Children Involved Place of Incident Description of what children said & did during period Observer notes down all that is observed & in present tense Collect indirect data through e. Anecdotal Records - provides brief description of incidents or interviews, rating scales, & others anecdotes as they occur in the setting. it is shorter than running record as it provides insights Interpret information & formulate about a specific behavior that will be useful in hypothesis about the function of a identifying strategies for a learner or a group of students problem behavior Gather direct data through observation Develop interventions based on the analysis During/ when (condition), (name of student) will, (observable, measurable inappropriate behavior) to attain/escape (function) f. Antecedent-Behavior-Consequence (ABC Analysis) a method of recording & analyzing behavior by identifying the ff aspects: Antecedent - events/instance that occur before a target behavior & may be considered as a stimulus in the environment that possibly trigger specific behavior Behavior - target behavior being observed Consequences - what happens immediately after the target behavior occurs. Additional Notes Physical Therapy: Gross Motor Skills Occupational Therapy: Fine Motor Skills Multi-disciplinary: Do not work together Interdisciplinary: Work together w/ SPED teachers Triangular Approach: how parents & teachers learn the approach Data Analysis, Interpretation, Reporting & Feedback: mostly 3. Curriculum-based, Performance-based, & Portfolio- the work of the therapist, psychologist, & pediatrician based because it requires training. May be standardized (achievement test in Reading, Math, & other content areas) Maybe non-standardized (teacher-made instruments) To determine the baseline for literacy skills of a learner w/ EBD, cute si bella hahahahhahah the teacher may prepare a test that will measure the student’s word reading skills, spelling, oral reading fluency, & vocabulary