Widely used to assess social-emotional and behavioral referral concerns in grades PreK-12, systematic direct observation is an essential skill for school psychologists and other educators. This accessible book helps practitioners conduct reliable, accurate observations using the best available tools. Chapters present effective coding systems for assessing student classroom behavior, the classroom environment, behavior in non-classroom settings, and behavior in a functional assessment context; also provided are guidelines for developing new codes when an appropriate one does not already exist.
Widely used to assess social-emotional and behavioral referral concerns in grades PreK-12, systematic direct observation is an essential skill for school psychologists and other educators. This accessible book helps practitioners conduct reliable, accurate observations using the best available tools. Chapters present effective coding systems for assessing student classroom behavior, the classroom environment, behavior in non-classroom settings, and behavior in a functional assessment context; also provided are guidelines for developing new codes when an appropriate one does not already exist.
Amy M. Briesch, PhD, is Associate Professor in the Department of Applied Psychology at Northeastern University. Her primary research interests include the role of student involvement in intervention design and implementation, and the development of feasible and psychometrically sound measures for the assessment of student behavior in multi-tiered systems of support. She was a recipient of the Lightner Witmer Award for early-career scholarship in school psychology from Division 16 (School Psychology) of the American Psychological Association, and is an Associate Editor of the Journal of School Psychology and an elected member of the Society for the Study of School Psychology. Dr. Briesch has authored over 50 publications, including the books Direct Behavior Rating: Linking Assessment, Communication, and Intervention; Evidence-Based Strategies for Effective Classroom Management; and School-Based Observation: A Practical Guide to Assessing Student Behavior. Robert J. Volpe, PhD, is Professor in the Department of Applied Psychology at Northeastern University and Co-Director of the Center for Research in School-based Prevention. His research focuses on behavioral assessment in school-based problem-solving models, and evaluating classroom interventions for students with emotional and behavior problems. Dr. Volpe is former President of the Society for the Study of School Psychology and serves on the advisory board of Journal of School Psychology and on the editorial boards of School Psychology Review and Journal of Attention Disorders. He has authored or coauthored over 130 journal articles, books, and book chapters. His books include Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention, Effective Math Interventions: A Guide to Improving Whole-Number Knowledge, and School-Based Observation: A Practical Guide to Assessing Student Behavior. Randy G. Floyd, PhD, is Professor and Chair in the Department of Psychology at the University of Memphis. His research focuses on understanding the measurement properties of psychological assessment techniques and reducing error in measurement. He is a past editor of the Journal of School Psychology and currently serves on the editorial boards of the Journal of Psychoeducational Assessment, the Journal of School Psychology, School Psychology International, and School Psychology Review. Dr. Floyd is a Fellow of the American Psychological Association Division 16 (School Psychology) and an elected member of the Society for the Study of School Psychology. He has authored or coauthored more than 80 publications, including Assessing Intelligence in Children and Adolescents: A Practical Guide and School-Based Observation: A Practical Guide to Assessing Student Behavior.
Inhaltsangabe
I. Key Concepts of Direct Observation 1. The Role of Direct Observation in School-Based Settings 2. Foundations of Direct Observation 3. Obtaining Trustworthy Results from Observation: The Basic Principles of Psychological Measurement 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations II. Use of Specific Observation Codes 5. Conducting Observations in Classroom Settings 6. Observing the Classroom Environment 7. Extending Observations to Non-Classroom Settings 8. Using Observation to Support Functional Assessment 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme III. Using Assessment Data to Inform Decision Making and Intervention 10. Interpreting and Sharing Observation Results Appendix A. Measurement Standards Used in Evaluating Systematic Observation Codes Appendix B. Glossary of Operational Definition Appendix C. Reproducible Coding Forms
I. Key Concepts of Direct Observation 1. The Role of Direct Observation in School-Based Settings 2. Foundations of Direct Observation 3. Obtaining Trustworthy Results from Observation: The Basic Principles of Psychological Measurement 4. Improving Data Quality: Suggested Guidelines for Training Observers and Conducting Observations II. Use of Specific Observation Codes 5. Conducting Observations in Classroom Settings 6. Observing the Classroom Environment 7. Extending Observations to Non-Classroom Settings 8. Using Observation to Support Functional Assessment 9. Thinking Outside of the Box: Creating a Novel or Hybrid Coding Scheme III. Using Assessment Data to Inform Decision Making and Intervention 10. Interpreting and Sharing Observation Results Appendix A. Measurement Standards Used in Evaluating Systematic Observation Codes Appendix B. Glossary of Operational Definition Appendix C. Reproducible Coding Forms
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
