L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.)

Autor/inn/en	Tremblay, Richard; Royer, Egide
Institution	Ministry of Education, Quebec (Canada).
Titel	L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.)
Quelle	(1992), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-550-23491-X
Schlagwörter	Leitfaden; Behavior Problems; Definitions; Elementary School Students; Elementary Secondary Education; Evaluation Methods; Foreign Countries; Handicap Identification; Incidence; Intervention; School Districts; Secondary School Students; Student Evaluation; Canada + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Ausland; Vorkommen; School district; Schulbezirk; Sekundarschüler; Schulnote; Studentische Bewertung; Kanada
Abstract	This guide focuses on identification and evaluation of students with behavior problems, emphasizing that identification of behavior problems is influenced by social values. The first chapter discusses the necessity for developing a definition of behavior problems from the educator's perspective, and outlines prevalence rates for behavior problems in Quebec, Canada. The second chapter describes the evolution of official definitions used by school districts in Quebec. This chapter notes the practical difficulties underlying former definitions. The third chapter clarifies the current definition, indicating criteria which permit, with a minimum of ambiguity, the identification of students with behavior problems. In the fourth chapter, two complementary methods of behavior evaluation (normative assessment and functional assessment) are presented, and their advantages and disadvantages are outlined. Normative assessment serves to group and classify observations, while functional assessment orients itself towards immediate intervention. The final chapter addresses the practice of evaluation, outlining the following five steps in the evaluation process: dealing with the problem in the classroom; prereferral intervention; assessment of the need for special education services; choice of appropriate interventions; and implementation and subsequent re-evaluation of selected interventions. (Contains 52 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC