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| MAJOR BEHAVIORAL OBSERVATION METHODS |
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Definition
Narrative – info from running anecdotal records Interval – time sampling techniques Ratings Recording –uses |
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| SOURCES OF ERROR ASSOCIATED WITH BEHAVIORAL ASSESSMENTS |
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Observer or rater bias Study percentage of agreement between the raters Sample behavior more than once to increase reliability |
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| Halo effect, fatigue, personal biases |
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| SOCIAL, EMOTIONAL ASSESSMENTS |
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Definition
| BASC-2, MMPI, APS, Conners (ADHD) and Beck Depression Inventory |
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| Supplemental to battery of psychological tests (low psychometric reliability) |
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| ADAPTIVE BEHAVIOR ASSESSMENTS |
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| Scores on adaptive assessments and IQ tests should be 2 standard deviations below the mean (SS<70) within standard error (often 3 points) |
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| STEPS IN CONDUCTING AN FBA |
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Definition
| Determine antecedents, target behavior itself, consequence of the behavior (ABC) |
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| WHEN ANALYZING A BEHAVIOR PAY ATTENTION TO |
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Definition
| Intensity, Frequency and Duration – Behavior must show significant negative impact on academic performance and/or social development to qualify for Sp Ed |
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| 2 MAIN FUNCTIONS OF BEHAVIOR |
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Definition
| Gain something positive (wanted) or escape something negative |
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| Attention, power/control, affiliation, and revenge |
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Term
| HOW TO WRITE AN INTERVENTION PLAN: |
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Definition
| Include positive strategies and replacement behavior for the negative behavior in the plan |
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Definition
| 68% of people fall in the normal curve (center); cognitive assessments use normal curve theory |
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| Ability to solve problems through reasoning (not on previously learned facts); aka nonverbal reasoning, immediate problem solving or simultaneous processing; ability to summarize and comprehend information |
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| CRYSTALLIZED INTELLIGENCE |
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Definition
| Ability to solve problems by applying learned facts and language (verbal section of IQ tests) |
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Theorists behind crystallized and fluid intelligence Also developed part of developing CHC theory (cross-battery) |
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| Ability to be aware of one’s emotions, regulate one’s own emotions and accurately read the emotions of others; students with low emotional/social intelligence have undesirable life outcomes |
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Most of special ed population 4% of population |
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