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ERIC Number: ED496473
Record Type: Non-Journal
Publication Date: 2007
Pages: 144
Abstractor: ERIC
ISBN: ISBN-1-5938-5494-3ISBN-978-1-59385-494-2
School-Based Behavioral Assessment: Informing Intervention and Instruction. The Guilford Practical Intervention in the Schools Series
Chafouleas, Sandra; Riley-Tillman, T. Chris; Sugai, George
Guilford Publications
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 interpreting and organizing the results. Case examples tie it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms. This book may serve as a text in graduate-level courses such as School-Based Assessment, Behavioral Assessment, and Assessment for Special Educators. Its targeted audience includes school psychologists and special educators and advanced students in these fields. Contents include: (1) Introduction to School-Based Behavioral Assessment; (2) Behavioral Assessment within the Context of the Whole School; (3) Using Extant Data in Behavioral Assessment; (4) Systematic Direct Observation; (5) Direct Behavior Ratings; (6) Behavior Rating Scales; and (7) Putting It All Together: Selecting Behavioral Assessment Tools. An index; and appendix entitled, "Guidelines for Summarizing and Interpreting Behavioral Data," are also included.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail:; Web site:
Publication Type: Books; Guides - General
Education Level: Adult Education; Higher Education
Audience: Students; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A