Term
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Definition
• Establish rapport
• Facilitate communication
Convey your interest to the interviewee Encourage interviewee to elaborate on responses Ease interviewee’s anxiety
• Formulate appropriate questions
• Remain objective yet empathic
• Be a good listener
Give the interviewee time to share thoughts and feelings
• Close the interview appropriately
Summarize Obtain feedback from the interviewee Discuss implications for future |
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Term
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Definition
| Standardized interviews yielding information about presence, absence, severity, onset, and duration of symptoms Yield quantitative scores in symptom areas or global indices of psychopathology Disorder-specific under category of DSM-IV (ADHD, ODD, Major Depressive Disorder, Eating Disorder, etc.) |
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Term
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Definition
| Interviewee tells his/her story Interviewer guides interviewee to talk about issues and concerns related to referral problem Requires good clinical skills Can be used to identify general problem areas, then follow up with structured interview |
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Term
| Computer-generated Interview |
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Definition
| Software used to present uniform questions to all persons Child/adult sees and hears questions Can be a novel experience Disadvantages: Unfamiliar computer user may become anxious, format is impersonal, may be technical difficulties with hardware |
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Term
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Definition
• Uses: Evaluation, planning intervention, and monitoring progress
• Provides an opportunity to see students’ spontaneous behaviors in classroom, playground, etc.
• Provides systematic record of students’ behavior
• Provides information about students’ interpersonal skills
• Provides information about goodness of fit of teaching style to students’ learning style
• Part of functional behavioral assessment
Main idea |
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Term
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Definition
• List examples of target behavior
• Observe students’ behavior in natural or specifically designed settings • Record data objectively as it
occurs
• Ensure data is reliable and valid
• Understand behavioral codes, if applicable
• Sustain attention and focus on details
• Identify important behaviors and summarize them according to system
Main idea
• Define target behavior as clearly and precisely as possible |
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Term
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Definition
• Anecdotal recording of noteworthy behaviors
• No specific time frames or codes Interval recording
Focuses on aspects of behavior as occuring within specific intervals of time
• Sample behavior rather than recording every behavior
• Useful for overt behaviors Event recording
• Record each event of behavior as it occurs during observation period
• Frequency count of discrete behavior Rating recording
• Useful for evaluating global aspects of behavior or for gaining impressions |
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Term
Direct Observation
Recording Methods |
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Definition
Momentary time sampling recording
• Observer records whether behavior occurs or at beginning of each interval Partial interval recording
• Observer records whether behavior occurs at any time during interval Whole interval recording
• Observer records whether behavior occurs throughout the entire interval Latency recording
• Observer records how long it takes for behavior to begin after a specific verbal demand or event has occurred Duration recording
• Observer records amount of time student spends engaging in a behavior that has a clear beginning and end |
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Term
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Definition
School cumulative records:
• Academic grades
• Attendance
• Discipline referrals
• State/district testing results
• Health records (nurse’s screenings, etc.)
Notice any trends in the records |
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Term
Review of background information
Medical & previous evaluations |
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Definition
Before beginning intervention or assessment, review any previous reports:
• Medical
• Psychological
• Neuropsychological
• Psychoeducational
• Psychiatric
• Neurological |
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Term
background information
Developmental History |
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Definition
| Parent/caregivers Family history Brothers/sisters Child’s residence Family relationships Pregnancy Birth Development Medical history Family history Friendships Recreation/interests Behavior/temperament Educational history |
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Term
Functional Behavior Assessment (FBA)
process |
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Definition
• FBA is required under IDEA when student’s disability impedes learning, i.e., destructive, aggressive, noncompliant, or disruptive behaviors directed toward self, others, or objects; and/or when student’s disability becomes subject of school discipline proceedings.
• FBA must be performed when either a) change of placement for the student is being considered and/or b) when the IEP team determines that student’s behavior is a manifestation of student’s disability, a Behavior Intervention Plan (BIP) must also be implemented.
• It is important to involve informants (parent, teacher, etc.) from beginning of FBA through design, implementation, progress monitoring, and program modification phases.
• FBA can be used during intervention process (prior to referral) and in determination of eligibility for special education.
• The FBA process is designed to be an accumulation of information collected at each stage. |
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Term
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Definition
1. Describe problem behavior in observable, measureable terms.
2. Perform assessment, e.g., review of records; conduct systematic behavioral observations; interview student, parents, and teachers; and use other assessments as necessary.
3. Evaluate assessment results to identify patterns that may indicate purpose or cause of behavior problem.
4. Develop hypothesis to explain relationship between problem behavior and situations in which problem occurs.
5. Formulate a Behavior Intervention Plan (BIP). Implement the plan. Assess for treatment fidelity.
6. Evaluate the effectiveness of intervention plan. Periodically interview, observe, and assess to determine if plan is working. |
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Term
| Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM) |
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Definition
• Focus is to develop effective and efficient instructional practices.
• Assessment determines instructional needs of the student based on ongoing performance.
• Purposes: 1. To create optimal
learning conditions for teaching and learning 2. To provide corrective
feedback during the teaching and learning process |
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Term
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Definition
1. What does the student know?
2. What can the student
do?
3. How does the student think?
4. How does the
student approach tasks that he/she is unsure of?
5. Now, what does the
teacher do? |
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Term
| CBM: Measuring Basic Skills |
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Definition
• Reading – students read aloud for one minute; number of words read correctly is counted.
• Spelling – students write words that are dictated at specific intervals; number of letters spelled in correct order is counted.
• Writing – students write a story for 3 minutes based on a story started; number of words written is counted.
Main idea |
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Term
| Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
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Definition
• DIBELS was developed to monitor growth of acquisition of critical early literacy skills.
• Is used to identify children in need of intervention and evaluate the effectiveness of intervention strategies.
• Results can predict those children who will have significant difficulty learning essential literacy skills unless instructional support is provided. |
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