Selecting the Right Tool for the Job: A Review of Behavior Monitoring Tools Used to Assess Student Response to Intervention

Autor/inn/en	Riley-Tillman, T. Chris; Kalberer, Stephen M.; Chafouleas, Sandra M.
Titel	Selecting the Right Tool for the Job: A Review of Behavior Monitoring Tools Used to Assess Student Response to Intervention
Quelle	In: California School Psychologist, 10 (2005), S.81-91 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Behavior Problems; Student Reaction; Behavior Rating Scales; Goodness of Fit; Accountability; Observation; Training; Data; Evaluation Criteria; Check Lists; School Psychology; School Psychologists; Response to Intervention; Psychometrics; Educational Diagnosis; Diagnostic Tests; Measurement Techniques; Comparative Analysis; Special Education; Special Needs Students; Program Implementation; Program Effectiveness; Guidelines; Student Records; Behavior Assessment System for Children; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Schülerkritik; Verantwortung; Beobachtung; Ausbildung; Daten; Checkliste; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychometry; Psychometrie; Pedagogical diagnostics; Pädagogische Diagnostik; Diagnostic test; Diagnostischer Test; Messtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Richtlinien; Schülerakte
Abstract	The educational accountability movement has demanded that educators implement and also monitor students' responses to positive behavioral accommodations in schools as well as communicate this information to others. This new responsibility has left many educators struggling with ways to monitor students effectively. This article provides a brief overview of how to choose a behavioral monitor strategy effectively. Four options for behavioral monitoring are reviewed: (a) permanent products; (b) behavior rating scales; (c) systematic direct observation; and (d) behavior report cards. In addition, the strengths and weaknesses of each method are discussed along six areas of consideration: (a) goodness of fit; (b) directness; (c) generalization; (d) feasibility; (e) training; and (f) intrusiveness. Finally, the methods are considered in relation to each stage of the intervention process. This article provides a brief guide for school-based professionals focusing on behavior problems--one that provides multiple options for assessment and monitoring procedures and outlines considerations for selecting among these options. (Contains 1 table.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10