Practical Approaches for Documenting Behavioral Progress of Behaviorally Disordered Students: Monograph 6. Monograph Series in Behavior Disorders

The teacher's role in documenting behavioral programs on individual education plan objectives for behaviorally disordered (BD) students is discussed, and assessment instruments are presented and reviewed. Student behavioral monitoring is examined using pre/post testing with standardized instruments, product measures that indicate progress or outcomes, and student materials and process records from student files. After discussing behavior rating scales, self-rating instruments, and sociometric devices (i.e., standardized pre/post measures), the following examples are presented, along with general descriptions, score interpretations, authors, source, and data: Devereux Elementary School Behavior Rating Scale, Behavior Rating Profile, Piers-Harris Children's Self-Concept Scale, Nowicki-Strickland Locus of Control Scale for Children, Behavior Rating Profile Sociogram, The Class Pictures, A Class Play, and Student Survey. Examples and information are also presented on criterion referenced procedures, analogue (simulation) observations, and archival records (i.e., product measurement procedures). Specific instruments are: VORT Behavioral Characteristics Progression (suggested as a reasonable solution to the problems of sequencing, providing standards and documenting change) and Goal Attainment Scaling. Graphing of class attendance data and the use of a behavior card file are illustrated. Finally, the following examples are presented to illustrate process measurements based on point systems: frequency counts, token economy system data (students receive tokens to be cashed in for privileges), self-monitoring procedures, Walker Classroom Observation System, and Madsen and Madsen Code with Walter Alternating Peer System. Six steps for making systematic classroom observations are also identified. (SEW)