School-Based Behavioral Assessment
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School-Based Behavioral Assessment : Informing Intervention and Instruction

By (author) Sandra Chafouleas , By (author) T. Chris Riley-Tillman , By (author) George Sugai

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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. This book is in The Guilford Practical Intervention in the Schools Series.

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  • Paperback | 148 pages
  • 215.9 x 276.86 x 12.7mm | 385.55g
  • 04 Oct 2007
  • Guilford Publications
  • New York
  • English
  • New.
  • 1593854943
  • 9781593854942
  • 574,951

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Author Information

Sandra Chafouleas, PhD, Department of Educational Psychology, University of Connecticut, USA; T. Chris Riley-Tillman, PhD, Department of Psychology, East Carolina University, USA and George Sugai, PhD, Department of Educational Psychology, University of Connecticut, USA

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Review quote

'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.' - Jim Wright, MS, CAS, director of pupil services, Baldwinsville (New York) Central School District, USA 'This book presents a comprehensive review of current 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, USA '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, USA '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.' - Bob Algozzine, PhD, Behavior and Reading Improvement Center, University of North Carolina at Charlotte, USA

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