School-Based Observation :: a Practical Guide to Assessing Student Behavior /
"This book is divided into three main sections. The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), desc...
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| Hauptverfasser: | , , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
The Guilford Press,
[2018]
|
| Schriftenreihe: | Guilford practical intervention in the schools series.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book is divided into three main sections. The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), describe the most important indicators of high-quality observation methods (Chapter 3), and suggest guidelines for maximizing the reliability and validity of decisions based on observation data (Chapter 4). The second section, Specific Observational Codes, then moves from a general discussion of the overall assessment method to a more specific discussion of extant codes that are available for specific purposes. A number of evidence-based observation codes that were designed to assess student behavior in classroom settings (Chapter 5), the classroom environment (Chapter 6), student behavior in non-classroom settings (Chapter 7), and both student behavior the environmental context within functional assessment (Chapter 8) are introduced. We provide general guidelines for developing a unique code in Chapter 9, as well as a library of operational definitions and a range of sample coding forms within the appendices. The third and final section, Using Assessment Data to Inform Decision Making and Intervention, consists of one chapter focused on what to do once observational data have been collected"-- |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462533572 1462533574 |
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| 100 | 1 | |a Briesch, Amy M., |e author. | |
| 245 | 1 | 0 | |a School-Based Observation : |b a Practical Guide to Assessing Student Behavior / |c Amy M. Briesch, Robert J. Volpe, Randy G. Floyd. |
| 264 | 1 | |a New York : |b The Guilford Press, |c [2018] | |
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| 490 | 1 | |a The Guilford Practical Intervention in the Schools Series | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "This book is divided into three main sections. The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), describe the most important indicators of high-quality observation methods (Chapter 3), and suggest guidelines for maximizing the reliability and validity of decisions based on observation data (Chapter 4). The second section, Specific Observational Codes, then moves from a general discussion of the overall assessment method to a more specific discussion of extant codes that are available for specific purposes. A number of evidence-based observation codes that were designed to assess student behavior in classroom settings (Chapter 5), the classroom environment (Chapter 6), student behavior in non-classroom settings (Chapter 7), and both student behavior the environmental context within functional assessment (Chapter 8) are introduced. We provide general guidelines for developing a unique code in Chapter 9, as well as a library of operational definitions and a range of sample coding forms within the appendices. The third and final section, Using Assessment Data to Inform Decision Making and Intervention, consists of one chapter focused on what to do once observational data have been collected"-- |c Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a pt. I Key concepts of direct observation -- 1. The Role of Direct Observation in School-Based Settings -- History of Direct Observation in School-Based Assessment -- Advantages of Direct Observation in School-Based Assessment -- Directness of Assessment -- Flexibility -- Understanding Contextual Variables -- Provides Link to Intervention -- Uses of Direct Observation in School-Based Assessment -- Diagnostic and Eligibility Assessment -- Assessment within a Problem-Solving Model -- Use of Direct Observation across Assessment Purposes -- Conclusions -- 2. Foundations of Direct Observation -- Why Is the Observational Assessment Being Conducted? -- What Are the Targets of Assessment? -- Judging the Appropriateness of Observation -- Judging the Utility of Targets for Problem Solving or Classification Decisions -- How Will Target Behaviors Be Recorded? -- Anecdotal Observation -- Systematic Direct Observation -- Where and When Will Target Behaviors Be Recorded? -- Using Anecdotal Data to Inform Systematic Direct Observation -- Conclusions -- 3. Obtaining Trustworthy Results from Observation -- The Basic Principles of Psychological Measurement Evaluating Assessment Instruments -- Accuracy -- Reliability -- Validity -- Conclusions -- 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations -- Considerations in Preparing to Conduct Observations -- Considerations in Training Observers -- Clarification of Target Behaviors and Scoring Procedures -- Initial Criterion Check -- Analogue Observation -- Considerations in Conducting Observations -- Preparing to Conduct an Observation -- Entering the Observation Setting -- Providing Retraining and Recalibration -- Assessing the Quality of Observation Data -- Smaller/Larger Index -- Percentage Agreement -- Kappa Coefficient -- Guidelines for Interpreting Reliability Estimates -- Conclusions -- pt. II Use of specific observation codes -- 5. Conducting Observations in Classroom Settings -- Review of Individual-Level Observation Codes for Classroom Settings -- ADHD School Observation Code -- Behavior Assessment System for Children -- Third Edition: Student Observation System -- Behavioral Observation of Students in Schools -- Revised Edition of the School Observation Coding System -- Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time -- Conclusions -- Appendix 5.1 Code Overview: ADHD School Observation Code (ADHD-SOC) -- Classroom Version -- Appendix 5.2 Code Overview: Behavior Assessment System for Children -- Third Edition: Student Observation System (BASC-3 SOS) -- Appendix 5.3 Code Overview: Behavioral Observation of Students in Schools (BOSS) -- Appendix 5.4 Code Overview: Revised Edition of the School Observation Coding System (REDSOCS) -- Appendix 5.5 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time (SSBD-2 AET) -- 6. Observing the Classroom Environment -- Review of Observation Codes for Classroom Environments -- Classroom Learning Assessment Scoring System -- Instructional and Caring Contacts -- Conclusions -- Appendix 6.1 Code Overview: Classroom Learning Assessment Scoring System (CLASS) -- Pre-Kindergarten and Elementary Versions -- 7. Extending Observations to Non-Classroom Settings -- Review of Individual-Level Observation Codes for Non-Classroom Settings -- ADHD School Observation Code -- Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior -- Early Screening Project -- Social Behavior Observation -- Group-Level Observation Codes for Non-Classroom Settings -- Conclusions -- Appendix 7.1 Code Overview: ADHD School Observation Code (ADHD-SOQ -- Lunchroom and Playground Version -- Appendix 7.2 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior (SSBD-2 PSB) -- Appendix 7.3 Code Overview: Early Screening Project -- Social Behavior Observation (ESP-SBO) -- 8. Using Observation to Support Functional Assessment -- Overview of Key Terms -- Goals of FBA -- Functional Observation Methods -- Scatterplots -- Narrative Real-Time Observations -- Event-Based Observation Forms -- Interval Recording -- Case Example -- Conclusions -- 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme -- Adapting Extant Codes -- Modification of Assessment Targets -- Modifications to Methods and Procedures -- Combining Extant Codes -- Caveats to Modifying or Combining Extant Codes -- Creating a New Code -- Developing Operational Definitions -- Designing Appropriate Methods and Procedures for Quantifying Behaviors -- Taking Your Code for a Test Drive -- Conclusions -- pt. III Using assessment data to inform decision making and intervention -- 10. Interpreting and Sharing Observation Results -- Ensuring Adequate Data Collection -- Summarizing and Analyzing Observation Findings -- Summarizing Data -- Analyzing and Interpreting Systematic Direct Observation Data -- Incorporating Observation Data into Psychoeducational Reports -- Describing the Assessment Procedure -- Providing Contextual Information -- Presenting Results -- Conclusions -- APPENDICES -- Appendix A Measurement Standards Used in Evaluating Systematic Observation Codes -- Appendix B Glossary of Operational Definitions -- Appendix C Reproducible Coding Forms. | |
| 650 | 0 | |a Behavioral assessment of children. |0 http://id.loc.gov/authorities/subjects/sh85012902 | |
| 650 | 0 | |a Observation (Educational method) |0 http://id.loc.gov/authorities/subjects/sh85093746 | |
| 650 | 0 | |a Classroom management. |0 http://id.loc.gov/authorities/subjects/sh85026819 | |
| 650 | 6 | |a Analyse comportementale des enfants. | |
| 650 | 6 | |a Observation (Méthode d'enseignement) | |
| 650 | 6 | |a Classes (Éducation) |x Conduite. | |
| 650 | 7 | |a PSYCHOLOGY |x Psychotherapy |x Child & Adolescent. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Social Work. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Behavioral assessment of children |2 fast | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Observation (Educational method) |2 fast | |
| 700 | 1 | |a Volpe, Robert J., |d 1964- |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjxkgHhmdGDQJcp8drG6Td |0 http://id.loc.gov/authorities/names/n2013000288 | |
| 700 | 1 | |a Floyd, Randy G., |d 1971- |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjtrVRrdPBhw99p7kD4Yrq |0 http://id.loc.gov/authorities/names/no2010201540 | |
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| author | Briesch, Amy M. Volpe, Robert J., 1964- Floyd, Randy G., 1971- |
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| contents | pt. I Key concepts of direct observation -- 1. The Role of Direct Observation in School-Based Settings -- History of Direct Observation in School-Based Assessment -- Advantages of Direct Observation in School-Based Assessment -- Directness of Assessment -- Flexibility -- Understanding Contextual Variables -- Provides Link to Intervention -- Uses of Direct Observation in School-Based Assessment -- Diagnostic and Eligibility Assessment -- Assessment within a Problem-Solving Model -- Use of Direct Observation across Assessment Purposes -- Conclusions -- 2. Foundations of Direct Observation -- Why Is the Observational Assessment Being Conducted? -- What Are the Targets of Assessment? -- Judging the Appropriateness of Observation -- Judging the Utility of Targets for Problem Solving or Classification Decisions -- How Will Target Behaviors Be Recorded? -- Anecdotal Observation -- Systematic Direct Observation -- Where and When Will Target Behaviors Be Recorded? -- Using Anecdotal Data to Inform Systematic Direct Observation -- Conclusions -- 3. Obtaining Trustworthy Results from Observation -- The Basic Principles of Psychological Measurement Evaluating Assessment Instruments -- Accuracy -- Reliability -- Validity -- Conclusions -- 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations -- Considerations in Preparing to Conduct Observations -- Considerations in Training Observers -- Clarification of Target Behaviors and Scoring Procedures -- Initial Criterion Check -- Analogue Observation -- Considerations in Conducting Observations -- Preparing to Conduct an Observation -- Entering the Observation Setting -- Providing Retraining and Recalibration -- Assessing the Quality of Observation Data -- Smaller/Larger Index -- Percentage Agreement -- Kappa Coefficient -- Guidelines for Interpreting Reliability Estimates -- Conclusions -- pt. II Use of specific observation codes -- 5. Conducting Observations in Classroom Settings -- Review of Individual-Level Observation Codes for Classroom Settings -- ADHD School Observation Code -- Behavior Assessment System for Children -- Third Edition: Student Observation System -- Behavioral Observation of Students in Schools -- Revised Edition of the School Observation Coding System -- Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time -- Conclusions -- Appendix 5.1 Code Overview: ADHD School Observation Code (ADHD-SOC) -- Classroom Version -- Appendix 5.2 Code Overview: Behavior Assessment System for Children -- Third Edition: Student Observation System (BASC-3 SOS) -- Appendix 5.3 Code Overview: Behavioral Observation of Students in Schools (BOSS) -- Appendix 5.4 Code Overview: Revised Edition of the School Observation Coding System (REDSOCS) -- Appendix 5.5 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time (SSBD-2 AET) -- 6. Observing the Classroom Environment -- Review of Observation Codes for Classroom Environments -- Classroom Learning Assessment Scoring System -- Instructional and Caring Contacts -- Conclusions -- Appendix 6.1 Code Overview: Classroom Learning Assessment Scoring System (CLASS) -- Pre-Kindergarten and Elementary Versions -- 7. Extending Observations to Non-Classroom Settings -- Review of Individual-Level Observation Codes for Non-Classroom Settings -- ADHD School Observation Code -- Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior -- Early Screening Project -- Social Behavior Observation -- Group-Level Observation Codes for Non-Classroom Settings -- Conclusions -- Appendix 7.1 Code Overview: ADHD School Observation Code (ADHD-SOQ -- Lunchroom and Playground Version -- Appendix 7.2 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior (SSBD-2 PSB) -- Appendix 7.3 Code Overview: Early Screening Project -- Social Behavior Observation (ESP-SBO) -- 8. Using Observation to Support Functional Assessment -- Overview of Key Terms -- Goals of FBA -- Functional Observation Methods -- Scatterplots -- Narrative Real-Time Observations -- Event-Based Observation Forms -- Interval Recording -- Case Example -- Conclusions -- 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme -- Adapting Extant Codes -- Modification of Assessment Targets -- Modifications to Methods and Procedures -- Combining Extant Codes -- Caveats to Modifying or Combining Extant Codes -- Creating a New Code -- Developing Operational Definitions -- Designing Appropriate Methods and Procedures for Quantifying Behaviors -- Taking Your Code for a Test Drive -- Conclusions -- pt. III Using assessment data to inform decision making and intervention -- 10. Interpreting and Sharing Observation Results -- Ensuring Adequate Data Collection -- Summarizing and Analyzing Observation Findings -- Summarizing Data -- Analyzing and Interpreting Systematic Direct Observation Data -- Incorporating Observation Data into Psychoeducational Reports -- Describing the Assessment Procedure -- Providing Contextual Information -- Presenting Results -- Conclusions -- APPENDICES -- Appendix A Measurement Standards Used in Evaluating Systematic Observation Codes -- Appendix B Glossary of Operational Definitions -- Appendix C Reproducible Coding Forms. |
| ctrlnum | (OCoLC)1018455279 |
| dewey-full | 370.71/1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
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| dewey-search | 370.71/1 |
| dewey-sort | 3370.71 11 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), describe the most important indicators of high-quality observation methods (Chapter 3), and suggest guidelines for maximizing the reliability and validity of decisions based on observation data (Chapter 4). The second section, Specific Observational Codes, then moves from a general discussion of the overall assessment method to a more specific discussion of extant codes that are available for specific purposes. A number of evidence-based observation codes that were designed to assess student behavior in classroom settings (Chapter 5), the classroom environment (Chapter 6), student behavior in non-classroom settings (Chapter 7), and both student behavior the environmental context within functional assessment (Chapter 8) are introduced. We provide general guidelines for developing a unique code in Chapter 9, as well as a library of operational definitions and a range of sample coding forms within the appendices. The third and final section, Using Assessment Data to Inform Decision Making and Intervention, consists of one chapter focused on what to do once observational data have been collected"--</subfield><subfield code="c">Provided by publisher</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">pt. I Key concepts of direct observation -- 1. The Role of Direct Observation in School-Based Settings -- History of Direct Observation in School-Based Assessment -- Advantages of Direct Observation in School-Based Assessment -- Directness of Assessment -- Flexibility -- Understanding Contextual Variables -- Provides Link to Intervention -- Uses of Direct Observation in School-Based Assessment -- Diagnostic and Eligibility Assessment -- Assessment within a Problem-Solving Model -- Use of Direct Observation across Assessment Purposes -- Conclusions -- 2. Foundations of Direct Observation -- Why Is the Observational Assessment Being Conducted? -- What Are the Targets of Assessment? -- Judging the Appropriateness of Observation -- Judging the Utility of Targets for Problem Solving or Classification Decisions -- How Will Target Behaviors Be Recorded? -- Anecdotal Observation -- Systematic Direct Observation -- Where and When Will Target Behaviors Be Recorded? -- Using Anecdotal Data to Inform Systematic Direct Observation -- Conclusions -- 3. Obtaining Trustworthy Results from Observation -- The Basic Principles of Psychological Measurement Evaluating Assessment Instruments -- Accuracy -- Reliability -- Validity -- Conclusions -- 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations -- Considerations in Preparing to Conduct Observations -- Considerations in Training Observers -- Clarification of Target Behaviors and Scoring Procedures -- Initial Criterion Check -- Analogue Observation -- Considerations in Conducting Observations -- Preparing to Conduct an Observation -- Entering the Observation Setting -- Providing Retraining and Recalibration -- Assessing the Quality of Observation Data -- Smaller/Larger Index -- Percentage Agreement -- Kappa Coefficient -- Guidelines for Interpreting Reliability Estimates -- Conclusions -- pt. II Use of specific observation codes -- 5. Conducting Observations in Classroom Settings -- Review of Individual-Level Observation Codes for Classroom Settings -- ADHD School Observation Code -- Behavior Assessment System for Children -- Third Edition: Student Observation System -- Behavioral Observation of Students in Schools -- Revised Edition of the School Observation Coding System -- Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time -- Conclusions -- Appendix 5.1 Code Overview: ADHD School Observation Code (ADHD-SOC) -- Classroom Version -- Appendix 5.2 Code Overview: Behavior Assessment System for Children -- Third Edition: Student Observation System (BASC-3 SOS) -- Appendix 5.3 Code Overview: Behavioral Observation of Students in Schools (BOSS) -- Appendix 5.4 Code Overview: Revised Edition of the School Observation Coding System (REDSOCS) -- Appendix 5.5 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time (SSBD-2 AET) -- 6. Observing the Classroom Environment -- Review of Observation Codes for Classroom Environments -- Classroom Learning Assessment Scoring System -- Instructional and Caring Contacts -- Conclusions -- Appendix 6.1 Code Overview: Classroom Learning Assessment Scoring System (CLASS) -- Pre-Kindergarten and Elementary Versions -- 7. Extending Observations to Non-Classroom Settings -- Review of Individual-Level Observation Codes for Non-Classroom Settings -- ADHD School Observation Code -- Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior -- Early Screening Project -- Social Behavior Observation -- Group-Level Observation Codes for Non-Classroom Settings -- Conclusions -- Appendix 7.1 Code Overview: ADHD School Observation Code (ADHD-SOQ -- Lunchroom and Playground Version -- Appendix 7.2 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior (SSBD-2 PSB) -- Appendix 7.3 Code Overview: Early Screening Project -- Social Behavior Observation (ESP-SBO) -- 8. Using Observation to Support Functional Assessment -- Overview of Key Terms -- Goals of FBA -- Functional Observation Methods -- Scatterplots -- Narrative Real-Time Observations -- Event-Based Observation Forms -- Interval Recording -- Case Example -- Conclusions -- 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme -- Adapting Extant Codes -- Modification of Assessment Targets -- Modifications to Methods and Procedures -- Combining Extant Codes -- Caveats to Modifying or Combining Extant Codes -- Creating a New Code -- Developing Operational Definitions -- Designing Appropriate Methods and Procedures for Quantifying Behaviors -- Taking Your Code for a Test Drive -- Conclusions -- pt. III Using assessment data to inform decision making and intervention -- 10. 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| id | ZDB-4-EBA-on1018455279 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:24:07Z |
| institution | BVB |
| isbn | 9781462533572 1462533574 |
| language | English |
| oclc_num | 1018455279 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | The Guilford Press, |
| record_format | marc |
| series | Guilford practical intervention in the schools series. |
| series2 | The Guilford Practical Intervention in the Schools Series |
| spelling | Briesch, Amy M., author. School-Based Observation : a Practical Guide to Assessing Student Behavior / Amy M. Briesch, Robert J. Volpe, Randy G. Floyd. New York : The Guilford Press, [2018] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier The Guilford Practical Intervention in the Schools Series Includes bibliographical references and index. "This book is divided into three main sections. The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), describe the most important indicators of high-quality observation methods (Chapter 3), and suggest guidelines for maximizing the reliability and validity of decisions based on observation data (Chapter 4). The second section, Specific Observational Codes, then moves from a general discussion of the overall assessment method to a more specific discussion of extant codes that are available for specific purposes. A number of evidence-based observation codes that were designed to assess student behavior in classroom settings (Chapter 5), the classroom environment (Chapter 6), student behavior in non-classroom settings (Chapter 7), and both student behavior the environmental context within functional assessment (Chapter 8) are introduced. We provide general guidelines for developing a unique code in Chapter 9, as well as a library of operational definitions and a range of sample coding forms within the appendices. The third and final section, Using Assessment Data to Inform Decision Making and Intervention, consists of one chapter focused on what to do once observational data have been collected"-- Provided by publisher Print version record. pt. I Key concepts of direct observation -- 1. The Role of Direct Observation in School-Based Settings -- History of Direct Observation in School-Based Assessment -- Advantages of Direct Observation in School-Based Assessment -- Directness of Assessment -- Flexibility -- Understanding Contextual Variables -- Provides Link to Intervention -- Uses of Direct Observation in School-Based Assessment -- Diagnostic and Eligibility Assessment -- Assessment within a Problem-Solving Model -- Use of Direct Observation across Assessment Purposes -- Conclusions -- 2. Foundations of Direct Observation -- Why Is the Observational Assessment Being Conducted? -- What Are the Targets of Assessment? -- Judging the Appropriateness of Observation -- Judging the Utility of Targets for Problem Solving or Classification Decisions -- How Will Target Behaviors Be Recorded? -- Anecdotal Observation -- Systematic Direct Observation -- Where and When Will Target Behaviors Be Recorded? -- Using Anecdotal Data to Inform Systematic Direct Observation -- Conclusions -- 3. Obtaining Trustworthy Results from Observation -- The Basic Principles of Psychological Measurement Evaluating Assessment Instruments -- Accuracy -- Reliability -- Validity -- Conclusions -- 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations -- Considerations in Preparing to Conduct Observations -- Considerations in Training Observers -- Clarification of Target Behaviors and Scoring Procedures -- Initial Criterion Check -- Analogue Observation -- Considerations in Conducting Observations -- Preparing to Conduct an Observation -- Entering the Observation Setting -- Providing Retraining and Recalibration -- Assessing the Quality of Observation Data -- Smaller/Larger Index -- Percentage Agreement -- Kappa Coefficient -- Guidelines for Interpreting Reliability Estimates -- Conclusions -- pt. II Use of specific observation codes -- 5. Conducting Observations in Classroom Settings -- Review of Individual-Level Observation Codes for Classroom Settings -- ADHD School Observation Code -- Behavior Assessment System for Children -- Third Edition: Student Observation System -- Behavioral Observation of Students in Schools -- Revised Edition of the School Observation Coding System -- Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time -- Conclusions -- Appendix 5.1 Code Overview: ADHD School Observation Code (ADHD-SOC) -- Classroom Version -- Appendix 5.2 Code Overview: Behavior Assessment System for Children -- Third Edition: Student Observation System (BASC-3 SOS) -- Appendix 5.3 Code Overview: Behavioral Observation of Students in Schools (BOSS) -- Appendix 5.4 Code Overview: Revised Edition of the School Observation Coding System (REDSOCS) -- Appendix 5.5 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time (SSBD-2 AET) -- 6. Observing the Classroom Environment -- Review of Observation Codes for Classroom Environments -- Classroom Learning Assessment Scoring System -- Instructional and Caring Contacts -- Conclusions -- Appendix 6.1 Code Overview: Classroom Learning Assessment Scoring System (CLASS) -- Pre-Kindergarten and Elementary Versions -- 7. Extending Observations to Non-Classroom Settings -- Review of Individual-Level Observation Codes for Non-Classroom Settings -- ADHD School Observation Code -- Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior -- Early Screening Project -- Social Behavior Observation -- Group-Level Observation Codes for Non-Classroom Settings -- Conclusions -- Appendix 7.1 Code Overview: ADHD School Observation Code (ADHD-SOQ -- Lunchroom and Playground Version -- Appendix 7.2 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior (SSBD-2 PSB) -- Appendix 7.3 Code Overview: Early Screening Project -- Social Behavior Observation (ESP-SBO) -- 8. Using Observation to Support Functional Assessment -- Overview of Key Terms -- Goals of FBA -- Functional Observation Methods -- Scatterplots -- Narrative Real-Time Observations -- Event-Based Observation Forms -- Interval Recording -- Case Example -- Conclusions -- 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme -- Adapting Extant Codes -- Modification of Assessment Targets -- Modifications to Methods and Procedures -- Combining Extant Codes -- Caveats to Modifying or Combining Extant Codes -- Creating a New Code -- Developing Operational Definitions -- Designing Appropriate Methods and Procedures for Quantifying Behaviors -- Taking Your Code for a Test Drive -- Conclusions -- pt. III Using assessment data to inform decision making and intervention -- 10. Interpreting and Sharing Observation Results -- Ensuring Adequate Data Collection -- Summarizing and Analyzing Observation Findings -- Summarizing Data -- Analyzing and Interpreting Systematic Direct Observation Data -- Incorporating Observation Data into Psychoeducational Reports -- Describing the Assessment Procedure -- Providing Contextual Information -- Presenting Results -- Conclusions -- APPENDICES -- Appendix A Measurement Standards Used in Evaluating Systematic Observation Codes -- Appendix B Glossary of Operational Definitions -- Appendix C Reproducible Coding Forms. Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Observation (Educational method) http://id.loc.gov/authorities/subjects/sh85093746 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Analyse comportementale des enfants. Observation (Méthode d'enseignement) Classes (Éducation) Conduite. PSYCHOLOGY Psychotherapy Child & Adolescent. bisacsh SOCIAL SCIENCE Social Work. bisacsh EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Behavioral assessment of children fast Classroom management fast Observation (Educational method) fast Volpe, Robert J., 1964- author. https://id.oclc.org/worldcat/entity/E39PCjxkgHhmdGDQJcp8drG6Td http://id.loc.gov/authorities/names/n2013000288 Floyd, Randy G., 1971- author. https://id.oclc.org/worldcat/entity/E39PCjtrVRrdPBhw99p7kD4Yrq http://id.loc.gov/authorities/names/no2010201540 Print version: Briesch, Amy M. School-Based Observation. New York : The Guilford Press, [2018] 9781462533480 (DLC) 2017027335 (OCoLC)992745643 Guilford practical intervention in the schools series. http://id.loc.gov/authorities/names/n2001093684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1681788 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1681788 Volltext |
| spellingShingle | Briesch, Amy M. Volpe, Robert J., 1964- Floyd, Randy G., 1971- School-Based Observation : a Practical Guide to Assessing Student Behavior / Guilford practical intervention in the schools series. pt. I Key concepts of direct observation -- 1. The Role of Direct Observation in School-Based Settings -- History of Direct Observation in School-Based Assessment -- Advantages of Direct Observation in School-Based Assessment -- Directness of Assessment -- Flexibility -- Understanding Contextual Variables -- Provides Link to Intervention -- Uses of Direct Observation in School-Based Assessment -- Diagnostic and Eligibility Assessment -- Assessment within a Problem-Solving Model -- Use of Direct Observation across Assessment Purposes -- Conclusions -- 2. Foundations of Direct Observation -- Why Is the Observational Assessment Being Conducted? -- What Are the Targets of Assessment? -- Judging the Appropriateness of Observation -- Judging the Utility of Targets for Problem Solving or Classification Decisions -- How Will Target Behaviors Be Recorded? -- Anecdotal Observation -- Systematic Direct Observation -- Where and When Will Target Behaviors Be Recorded? -- Using Anecdotal Data to Inform Systematic Direct Observation -- Conclusions -- 3. Obtaining Trustworthy Results from Observation -- The Basic Principles of Psychological Measurement Evaluating Assessment Instruments -- Accuracy -- Reliability -- Validity -- Conclusions -- 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations -- Considerations in Preparing to Conduct Observations -- Considerations in Training Observers -- Clarification of Target Behaviors and Scoring Procedures -- Initial Criterion Check -- Analogue Observation -- Considerations in Conducting Observations -- Preparing to Conduct an Observation -- Entering the Observation Setting -- Providing Retraining and Recalibration -- Assessing the Quality of Observation Data -- Smaller/Larger Index -- Percentage Agreement -- Kappa Coefficient -- Guidelines for Interpreting Reliability Estimates -- Conclusions -- pt. II Use of specific observation codes -- 5. Conducting Observations in Classroom Settings -- Review of Individual-Level Observation Codes for Classroom Settings -- ADHD School Observation Code -- Behavior Assessment System for Children -- Third Edition: Student Observation System -- Behavioral Observation of Students in Schools -- Revised Edition of the School Observation Coding System -- Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time -- Conclusions -- Appendix 5.1 Code Overview: ADHD School Observation Code (ADHD-SOC) -- Classroom Version -- Appendix 5.2 Code Overview: Behavior Assessment System for Children -- Third Edition: Student Observation System (BASC-3 SOS) -- Appendix 5.3 Code Overview: Behavioral Observation of Students in Schools (BOSS) -- Appendix 5.4 Code Overview: Revised Edition of the School Observation Coding System (REDSOCS) -- Appendix 5.5 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Academic Engaged Time (SSBD-2 AET) -- 6. Observing the Classroom Environment -- Review of Observation Codes for Classroom Environments -- Classroom Learning Assessment Scoring System -- Instructional and Caring Contacts -- Conclusions -- Appendix 6.1 Code Overview: Classroom Learning Assessment Scoring System (CLASS) -- Pre-Kindergarten and Elementary Versions -- 7. Extending Observations to Non-Classroom Settings -- Review of Individual-Level Observation Codes for Non-Classroom Settings -- ADHD School Observation Code -- Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior -- Early Screening Project -- Social Behavior Observation -- Group-Level Observation Codes for Non-Classroom Settings -- Conclusions -- Appendix 7.1 Code Overview: ADHD School Observation Code (ADHD-SOQ -- Lunchroom and Playground Version -- Appendix 7.2 Code Overview: Systematic Screening of Behavior Disorders -- Second Edition: Peer Social Behavior (SSBD-2 PSB) -- Appendix 7.3 Code Overview: Early Screening Project -- Social Behavior Observation (ESP-SBO) -- 8. Using Observation to Support Functional Assessment -- Overview of Key Terms -- Goals of FBA -- Functional Observation Methods -- Scatterplots -- Narrative Real-Time Observations -- Event-Based Observation Forms -- Interval Recording -- Case Example -- Conclusions -- 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme -- Adapting Extant Codes -- Modification of Assessment Targets -- Modifications to Methods and Procedures -- Combining Extant Codes -- Caveats to Modifying or Combining Extant Codes -- Creating a New Code -- Developing Operational Definitions -- Designing Appropriate Methods and Procedures for Quantifying Behaviors -- Taking Your Code for a Test Drive -- Conclusions -- pt. III Using assessment data to inform decision making and intervention -- 10. Interpreting and Sharing Observation Results -- Ensuring Adequate Data Collection -- Summarizing and Analyzing Observation Findings -- Summarizing Data -- Analyzing and Interpreting Systematic Direct Observation Data -- Incorporating Observation Data into Psychoeducational Reports -- Describing the Assessment Procedure -- Providing Contextual Information -- Presenting Results -- Conclusions -- APPENDICES -- Appendix A Measurement Standards Used in Evaluating Systematic Observation Codes -- Appendix B Glossary of Operational Definitions -- Appendix C Reproducible Coding Forms. Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Observation (Educational method) http://id.loc.gov/authorities/subjects/sh85093746 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Analyse comportementale des enfants. Observation (Méthode d'enseignement) Classes (Éducation) Conduite. PSYCHOLOGY Psychotherapy Child & Adolescent. bisacsh SOCIAL SCIENCE Social Work. bisacsh EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Behavioral assessment of children fast Classroom management fast Observation (Educational method) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85012902 http://id.loc.gov/authorities/subjects/sh85093746 http://id.loc.gov/authorities/subjects/sh85026819 |
| title | School-Based Observation : a Practical Guide to Assessing Student Behavior / |
| title_auth | School-Based Observation : a Practical Guide to Assessing Student Behavior / |
| title_exact_search | School-Based Observation : a Practical Guide to Assessing Student Behavior / |
| title_full | School-Based Observation : a Practical Guide to Assessing Student Behavior / Amy M. Briesch, Robert J. Volpe, Randy G. Floyd. |
| title_fullStr | School-Based Observation : a Practical Guide to Assessing Student Behavior / Amy M. Briesch, Robert J. Volpe, Randy G. Floyd. |
| title_full_unstemmed | School-Based Observation : a Practical Guide to Assessing Student Behavior / Amy M. Briesch, Robert J. Volpe, Randy G. Floyd. |
| title_short | School-Based Observation : |
| title_sort | school based observation a practical guide to assessing student behavior |
| title_sub | a Practical Guide to Assessing Student Behavior / |
| topic | Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Observation (Educational method) http://id.loc.gov/authorities/subjects/sh85093746 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Analyse comportementale des enfants. Observation (Méthode d'enseignement) Classes (Éducation) Conduite. PSYCHOLOGY Psychotherapy Child & Adolescent. bisacsh SOCIAL SCIENCE Social Work. bisacsh EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Behavioral assessment of children fast Classroom management fast Observation (Educational method) fast |
| topic_facet | Behavioral assessment of children. Observation (Educational method) Classroom management. Analyse comportementale des enfants. Observation (Méthode d'enseignement) Classes (Éducation) Conduite. PSYCHOLOGY Psychotherapy Child & Adolescent. SOCIAL SCIENCE Social Work. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Behavioral assessment of children Classroom management |
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