School-Based Behavioral Assessment
Informing Prevention and Intervention
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Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today’s K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials.
New to This Edition
*Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring.
*Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each method.
*Focuses on social, emotional, and behavioral assessment within MTSS frameworks.
*Chapter on practical applications, featuring in-depth case studies.
*Reproducible tools now available online.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Table of Contents
1. Introduction to School-Based Behavioral Assessment
2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process
3. Using Extant Data in Behavioral Assessment
4. Systematic Direct Observation
5. Direct Behavior Rating
6. Behavior Rating Scales
7. Using Behavioral Assessment Data to Make Decisions
8. Practical Applications of Behavioral Assessment
Sandra M. Chafouleas, PhD, is a Board of Trustees Distinguished Professor in the Neag School of Education at the University of Connecticut. Dr. Chafouleas is the author of more than 150 publications, regularly serves as a national presenter and invited speaker, and is the recipient of multiple national and university awards for her scholarship and mentoring. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings supporting the needs of children exhibiting social, emotional, and behavioral challenges.
Austin H. Johnson, PhD, BCBA, is Assistant Professor of School Psychology in the Graduate School of Education at the University of California, Riverside. Dr. Johnson’s research interests focus on the identification and implementation of evidence-based behavioral assessment and intervention practices in order to support teacher success and equitable, positive student outcomes. He is associate editor of the Journal of School Psychology and is a licensed psychologist and board certified behavior analyst.
T. Chris Riley-Tillman, PhD, is Associate Provost and Professor of School Psychology at the University of Missouri–Columbia. Dr. Riley-Tillman is a Senior Advisor for the National Center on Intensive Intervention, a Fellow of Division 16 (School Psychology) of the American Psychological Association, and a member of the Society for the Study of School Psychology. He is also the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website developed by researchers that contains intervention and assessment resources for educational professionals.
Emily A. Iovino, PhD, is a postdoctoral scholar at the Collaboratory on School and Child Health at the University of Connecticut. Dr. Iovino has presented nationally and published on topics such as school-based behavior screening, caregiver health and well-being, and supporting district and school implementation of policies and practices related to the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model. Her primary research interests involve social–emotional and behavioral assessment and intervention that supports positive outcomes for children and their caregivers.
"The role of the school psychologist is expanding, becoming increasingly collaborative with general and special education teachers and families within tiered systems. Situating this second edition within a tiered framework is an important innovation to help meet students’ academic, behavioral, and social needs at each level of prevention: Tier 1 for all, Tier 2 for some, and Tier 3 for a few."--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas
"I have reviewed and used a number of books on behavioral assessment, and have never encountered one that is better organized, higher in quality, or more readable than this one. This book has so many strengths that it’s a challenge to acknowledge them all. In addition to their expertise in behavioral assessment, it is clear that these authors know and understand school settings and operations from the ground up. They present cost-effective tools and strategies that teachers and other school staff can easily implement and show how assessment can support good decision making if used correctly. The book provides myriad illustrations of assessment techniques and informative case studies that greatly enhance the reader’s understanding of how to apply the material. We are fortunate to have our graduate students and future professionals exposed to information like this."--Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute
“This excellent second edition connects recent behavioral assessment research to school-based applications for implementation within MTSS frameworks. Chafouleas and her colleagues remain committed to a prevention-based approach, in which behavioral assessment gives priority to decreasing both the incidence of new academic, social, and behavioral difficulties and the prevalence and intensity of problem behaviors that already exist. School psychologists and counselors, special and general educators, and others who rely on data-based decision making will find this resource to be highly translatable and implementable in their professional roles.”--George Sugai, PhD, Neag School of Education (Emeritus), University of Connecticut
"Chafouleas and colleagues have done it again--they have pulled together a book that should be required reading for all educators who want to promote meaningful changes in student outcomes at the schoolwide, classroom, and individual levels. The first chapter alone is worth the price of the book: it helps readers understand the purposes of behavioral assessment, the data best suited to address different purposes, and the types of resources needed to follow through with data gathering and decision making. This book is like no other resource. The logical flow of the chapters, comprehensive coverage of different tools, and practical examples will leave readers with a deep understanding of the 'whys,' 'whats,' and 'how-tos' of school-based behavioral assessment."--Clayton Cook, PhD, Department of Educational Psychology, University of Minnesota-