Product Details
School-Based Behavioral Assessment: Informing Intervention and Instruction (The Guilford Practical Intervention in Schools Series)

School-Based Behavioral Assessment: Informing Intervention and Instruction (The Guilford Practical Intervention in Schools Series)
By Sandra Chafouleas PhD, T. Chris Riley-Tillman PhD, George Sugai PhD

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Product Description

This indispensable 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.

Product Details

  • Amazon Sales Rank: #588795 in Books
  • Published on: 2007-08-17
  • Original language: English
  • Number of items: 1
  • Binding: Paperback
  • 148 pages

Features

Editorial Reviews

Review

"More than ever, practitioners in the schools must be prepared to deal with myriad issues related to children--from family instability to mental illness. The Practical Intervention in the Schools series provides practitioners with the tools needed to be prepared. The books are written by individuals who have made significant contributions in their respective areas of expertise. Each volume is replete with conceptual information as well as practical strategies and interventions shown to be effective with children. This series is a 'must' for any practitioner or instructor."--Bridget Roberts-Pittman, PhD, Indiana State University
 
"Too often, individual assessment practices in schools consist of 'admiring the problem,' or identifying lists of reasons to take action, and 'confirming the obvious'--declaring that the child has a problem--without contributing to actually solving the problem. This book offers a different, more practical approach. Chafouleas et al. focus on fundamental ways to use assessment not as an end in itself but as a process that can continually inform instruction and intervention. They provide useful and valuable information for school psychologists, counselors, teachers, administrators, and others who daily face the challenges of addressing students' academic and behavior problems."--Bob Algozzine, PhD, Behavior and Reading Improvement Center, University of North Carolina at Charlotte
 
"The authors of this state-of-the-art work fully describe multidimensional assessment procedures that follow a problem-solving orientation. Case examples are provided throughout to illustrate data-based decision making. This is an extremely valuable and comprehensive guide."--Tanya L. Eckert, PhD, Department of Psychology, Syracuse University
 
"Plenty of real-world examples illustrate how to apply various assessment methods and how to make sense of the information collected. School practitioners will appreciate the book's practical guidelines for building a single, coherent student behavioral profile from many different data sources. Schools now adopting the response-to-intervention model will discover this book to be an indispensable resource for assessing the needs of difficult-to-teach students with challenging behaviors. College instructors will find this carefully researched text ideally suited for courses in behavioral assessment, instructional consultation, and intervention planning and evaluation."--Jim Wright, MS, CAS, director of pupil services, Baldwinsville (New York) Central School District
 
"This book presents a comprehensive review of behavioral assessment practices, encompassing the collection and utilization of a variety of data types. The authors clearly (and rightfully) emphasize the importance of translating assessment data into improved instruction and positive behavioral programming. The book provides needed guidelines for all educators in the 'real world' who are working to create positive behavioral cultures in our schools. It also will be an excellent resource for graduate students enrolled in teaching, school psychology, and special education training programs."--Roger Titgemeyer, PhD, psychologist and behavior support consultant, Orange County (California) Department of Education
 
"This book is an important addition to the field of behavioral assessment in general, and to school-based behavioral assessment specifically. The authors correctly gauge the effectiveness of assessment by a treatment validity criterion. I strongly recommend this book to all school-based professionals who want to link assessment information that they collect to the design and implementation of evidence-based interventions."--Frank M. Gresham, PhD, Department of Psychology, Louisiana State University


"A book providing comprehensive coverage of a subject typically runs hundreds of pages and gets into a level of detail most school psychologists will never have time for. Hence the beauty of School-Based Behavioral Assessment. Like the other volumes in The Guilford Practical Intervention in the Schools Series, it covers its subject matter as concisely as possible while addressing the key concepts and issues the clinician needs to be familiar with....The school psychologist who fully grasps the material in this very short book will be on solid ground in performing a functional behavioral assessment and developing a behavior intervention plan. The book would be very understandable for a graduate student yet the most seasoned school psychologist would also find it very informative."--NASP Communique

"Chafouleas and her colleagues offer a cogent approach to using assessment as a means to address the academic and behavioral challenges that some children face. This practical book offers an informative overview of the current practices used in behavioral assessment. In addition, and perhaps more importantly, it provides a thoughtful and careful analysis of how assessment data can be used to develop effective intervention programs for those with behavioral difficulties....The book is logically organized, and one of its greatest strengths is its readability. Even someone unfamiliar with behavioral assessment could pick up this work, and upon completion, possess a workable understanding of the topic, including the important role it can play in improving the professional practice of teaching....This book is timely, and quite pertinent. As such, it will ultimately appeal to a wide audience to include all those who may be interested or engaged in the education of children."--Canadian Journal of Education

About the Author

Sandra Chafouleas, PhD, is an associate professor in the school psychology program and a research scientist with the Center for Behavioral Education and Research in the Neag School of Education at the University of Connecticut. Dr. Chafouleas’s primary research interests involve the formative assessment of social behavior and the application of evidence-based strategies in schools. She has authored over 50 articles, book chapters, and books, and serves as the project director and co-principal investigator on Project VIABLE, an Institute of Education Sciences-funded grant with goals to develop and evaluate procedures for direct behavior rating scales to effectively and efficiently monitor and evaluate student behavior in the classroom. Dr. Chafouleas currently serves as associate editor of School Psychology Review and as an editorial board member of Psychology in the Schools. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.

 

T. Chris Riley-Tillman, PhD, is an assistant professor at East Carolina University with expertise in academic and social behavior assessment, intervention, school consultation, and the development and validation of assessment and intervention methodologies that are both empirically supported and feasible. Related to these interests, he is currently a co-principal investigator on Project VIABLE. Dr. Riley-Tillman has authored over 40 refereed journal articles and book chapters and currently serves as the associate editor for School Psychology Forum and as a board member for both School Psychology Review and the Journal of Educational and Psychological Consultation.

 

George Sugai, PhD, is a professor and the Carole J. Neag Endowed Chair in Special Education in the Neag School of Education at the University of Connecticut. His expertise is in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior supports, and educating students with emotional and behavioral disorders. He conducts applied school and classroom research and works with schools to translate research into practice. Dr. Sugai has been a teacher in the public schools, a treatment director in a residential program, and a program administrator. He is currently co-director of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and the University of Oregon and director of the Center for Behavioral Education and Research in the Neag School of Education.