Indirect Assessment

My personal philosophy of assessment consists of several components. The first component is that both formative and summative assessment belong in the classroom. The second component is that, although teachers should teach what is on the STAAR tests, they should try to avoid just “teaching to the test” the entire year. I also believe that different forms of assessments should be used throughout the year. Finally, I believe that assessments should always be structured in a way that is fair to the students, and addresses all learning styles. Overall, tests belong in the classroom, but should not be the focus of instruction and should be fair for all students.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

Explain the purpose and benefits of letting other people know work plans need to be changed

As I worked as a behavior therapist my job was to implement programs created by my supervisors for the participants. I did not have many chances to assess the children I worked with before working with them as it had already been done. However, I have had many opportunities throughout the program to practice the techniques it takes to understand the underlying reasons for specific behaviors that are in need of change. I have also had the chance to practice using ABC (Antecedent, Behavior, Consequence) recording forms to identify the function of tantrum behavior.

The B A.T. clinical team met Mikey’s mother, Susy on September 22nd , 2016. On this date the B.A.T. clinical team conducted an indirect functional assessment, which consisted of a parent interview and review of ABA services in relation to Mikey. The clinical team gathered information regarding Mikey’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Mikey was also present in the home during this visit.

The B.A.T clinical team met John’s mother, Terese and Father, John II on October 3rd, 2016, at Terese’s home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to John. The clinical team gathered information regarding John’s history (as outlined in the section above) and inquired about the challenges they encounter, including all behaviors that are of concern. John was present during the visit.

The B.A.T clinical team met with Lukas, his parents, Mr. Josh Sherfey and Mrs. Melissa Sherfey, and his brother Logan on October 3rd, 2016, at their home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to Lukas. The clinical team gathered information regarding Lukas’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.

Informal Assessment: Based on Robert’s IEP goals and objects, interviews and ecological assessment I choose to complete three informal assessments from Leach Chapter 3. I completed an informal social skills, communication skills and behavior skills assessments. I used the sample assessments that were provided by Leach to complete them. I choose these three informal assessments to focus on because the interviews and the ecological assessment pointed to concerns with social, communication and behavior skills (Appendix c). Robert also has IEP goals in social and communication areas.

This paper focuses on using functional behaviour assessment (FBA) to create a behaviour intervention plan for a boy who is currently throwing tantrums during play- and mealtime. First, a short introduction to the chosen study is provided. Second, information about FBA, why it is useful, and a review of different forms of FBA is presented. From the review, two assessment methods are chosen to detect the function of the boy’s behaviour, and from there create an intervention plan, which is presented as a final part of this paper.

During independent work including a demand, the target behavior will increase. During times when demands are less likely to be placed, target behavior decreases. Therefore, it is suggested that Barry’s target behavior is serving an escape/ demand function. However, analysis of ABC data suggest that Barry’s behavior serves multiple functions and some behaviors are attention seeking as well. When Barry is asked to complete assigned task (sit in assigned seat, get to class, complete work sheet or chores), he reacts by kick objects, and screams which will lead to assignment not done or delayed. This was seen in his behavior in Music class, when his teacher requested him to complete is music sheet. Barry crumpled the edges of his music sheet paper that contracted his teacher’s attention that allowed him to escape doing the task. The visual clues of this function was also

Indirect assessments involve the gathering of information from the individual or those close to them through the utilization of structured interviews, rating scales, checklists, or questionnaires (Cooper et al., 2007). The objective of the indirect assessment is to clearly identify the behavior; under what circumstances it is most likely to occur; what the individual gains from engaging in the behavior; what interventions, if any, have been utilized previously; and what antecedents, both immediate and more distant motivating operations, occur prior to the display of the behavior. Further, when conducting the indirect assessment, concerns regarding medical or psychological issues may present which may require further investigation or referrals prior to initiation of services and may influence the course or need for treatment. Through the gathering of this information a tentative hypothesis concerning the contingencies that

I chose to answer the question, about how I would counsel a patient asking, “Why do I need this blood test”, while making sure I provide anticipatory guidance. Anticipatory guidance, is a nursing intervention, where a nurse explains to a patient, in this case the mother, about developmental and situational crisis to anticipate. As a nurse providing anticipatory guidance, I would describe everything that the patient should expect from this screening; no surprises. I would then describe the screening test, Maternal Serum Alpha-Fetoprotein, is to look for neural tube defects which can cause a spectrum of problems; such as death. I would then educate the patient that this blood test is the only way to see if the patient’s baby is at risk; family

Additionally, we must preserve this theory as a recommendation when we determined to referral children. Temper tantrum can fall under the category “challenging behavior” is described as a persistent behavior that appears to be unresponsive to normative guidance strategies, with common topographies being prolonged tantrums, physical and verbal aggression, disruptive vocal and motor respond (Smith

This method evaluates a case report on various Visual Analogue Scale (VAS) models, that each criterion is fulfilled individually. It has an added advantage that it considers an alternative causative factor as a possibility and not just as a separate factor. Each case is assessed independently by different assessors and the evaluation depends on the assessor’s skills knowledge

The purpose of this observational assessment is to ensure my students understand what is being taught. I teach third grade math which has many new concepts, so I need to be sure they are grasping these unfamiliar topics. By paying attention to these various measurements, I will be able to determine if the student is comprehending the lesson. How a student answers a question asked will tell me how much they understand. Also, the types of questions they are asking me will assist me in determining what they have mastered and what they have not. Furthermore, a student that can start and complete an assignment on their own truly understands the new information that was taught, while a student that has difficulty getting started will need additional