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Aksoy, Pinar – Online Submission, 2019
Social and emotional development is an important area for children, which includes social-emotional learning skills. It is necessary to know that the development and clarification processes of social-emotional learning require an efficacious assessment process. This study aims to reveal how social emotional learning methods of preschool children…
Descriptors: Social Development, Emotional Development, Preschool Children, Student Evaluation
Riley-Tillman, T. Chris; Methe, Scott A.; Weegar, Kathryn – Assessment for Effective Intervention, 2009
High-quality formative assessment data are critical to the successful application of any problem-solving model (e.g., response to intervention). Formative data available for a wide variety of outcomes (academic, behavior) and targets (individual, class, school) facilitate effective decisions about needed intervention supports and responsiveness to…
Descriptors: Intervention, Observation, Formative Evaluation, Behavior Rating Scales
Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Briesch, Amy M. – Psychology in the Schools, 2007
With the growing popularity of a response to intervention model of service delivery, the role of intervention management is becoming more prominent. Although many aspects of intervention management have received significant attention, one area that warrants further development involves feasible methods for monitoring student behavior in a…
Descriptors: Student Behavior, Intervention, Report Cards, Internet
Chafouleas, Sandra; Riley-Tillman, T. Chris; Sugai, George – Guilford Publications, 2007
This book helps school practitioners go beyond putting a label on student behavior problems--it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and…
Descriptors: Behavior Rating Scales, Student Behavior, Special Education Teachers, School Psychologists

Camp, Bonnie W.; Zimet, Sara G. – Journal of Special Education, 1974
Descriptors: Behavior Rating Scales, Exceptional Child Research, General Education, Observation
Mason, Christine Y.; Korsmoe, Helen – 1983
The paper reviews research on methods for assessing social skills in handicapped (specifically severely handicapped) students. The authors cite studies critical of much current social skills training. The need for social validity of behavior and for additional measures of adaptive behavior proficiency is pointed out. Types of target behaviors for…
Descriptors: Adaptive Behavior (of Disabled), Behavior Rating Scales, Elementary Secondary Education, Interpersonal Competence

Prout, H. Thompson; Ingram, Richard E. – Journal of Learning Disabilities, 1982
The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources are also suggested for the practitioner to use in behavioral assessment of hyperactivity. (SW)
Descriptors: Behavior Modification, Behavior Patterns, Behavior Rating Scales, Clinical Diagnosis
Read, Leah Fowler – Education of the Visually Handicapped, 1989
An observational checklist of age appropriate social behaviors was developed and applied to three functionally blind kindergartners in a mainstream kindergarten. The checklist pinpointed areas of deficiency for remediation. (Author/DB)
Descriptors: Behavior Rating Scales, Blindness, Check Lists, Diagnostic Teaching
Fiese, Barbara Harris; And Others – 1980
The use of an observational assessment instrument designed for autistic children is described. The Behavior Rating Instrument for Autistic and other Atypical Children (BRIAAC) measures behavior in eight developmental areas: relationship to an adult, communication, drive for mastery, vocalization and expressive speech, sound and speech reception,…
Descriptors: Autism, Behavior Change, Behavior Patterns, Behavior Rating Scales
Pokorni, Judith – 1977
Screening and assessment procedures are described for Head Start personnel. An initial chapter focuses on the importance of teacher observation and discusses the uses of behavior checklists. Part II presents an annotated list of 18 screening instruments with information on the developer or distributor, the age range of children to be screened,…
Descriptors: Behavior Rating Scales, Classroom Observation Techniques, Diagnostic Teaching, Diagnostic Tests
Becker, Ruth W. – 1976
Presented is a checklist developed by the Austin Early Childhood Special Education Program to help teachers evaluate children's classroom behavior and coping skills. It is explained that results of the checklist should provide information on such factors as possible underlying problems experienced by a student, situations in which a student…
Descriptors: Adjustment (to Environment), Behavior Rating Scales, Check Lists, Classroom Observation Techniques
Mukuma, Diana – 1980
An evaluation instrument (BRIAAC) for assessing untestable children is described. The observational tool is said to be particularly appropriate for autistic and other severely withdrawn children. The BRIAAC assesses level of present function and measures behavior changes in the following areas: relationship with an adult (physically and…
Descriptors: Autism, Behavior Change, Behavior Rating Scales, Communication Skills

Schweinhart, Lawrence J. – Young Children, 1993
Maintains that new practices such as performance-based assessment that are consistent with the early childhood profession's process goals need to be developed and that testing of young children that is not developmentally appropriate constitutes misassessment. Promotes observational assessment that uses anecdotal notes and that complements…
Descriptors: Behavior Rating Scales, Developmentally Appropriate Practices, Early Childhood Education, Evaluation Methods
Santa Cruz County Superintendent of Schools, CA. – 1972
The fifth document in an eight-part series on a task-based management system for special education programs provides detailed procedures for use of the Behavioral Characteristics Progression (BCP), a listing of 1,800 behavioral characteristics of mentally and behaviorally handicapped pupils. Specified are techniques of observation and ways of…
Descriptors: Administration, Behavior Patterns, Behavior Rating Scales, Behavioral Objectives