Viewpoint on the Effects of Behavior and Assessments

Assessment use goes beyond providing academic data. Often times there is a correlation between the student performance on assessments and student behavior.

With the Multi-Tiered System of Supports requires educators to revise their assessment strategies, curriculum, pedagogy, and interventions to best serve the academic, behavioral, and postsecondary education and career goals of all students.

It is an umbrella system that focuses on student learning and behavior. I have worked for school districts that have incorporated the RTI process which is a focus on student learning and academics, and PBIS (Positive behavior Intervention and supports).

According to Young et. Al (2018), educators are taught a multitude of assessment techniques to meet the academic needs of their students, but things change when behavior becomes an issue in the classroom.

FBA is a method that if used proactively, can help all teachers both general and special education, avoid escalating behavior in the classroom.

In order for learning and growth to occur in the classroom teachers must be able to teach objective and content as well as engage in social interactions in the classroom. According to Ottmar et. al (2013), for students to succeed in mathematics requires not only learning the prescribed content but also developing the necessary social and self-regulatory interactions that contribute to their mathematical understanding and ability to solve problems.

According to the FBA process from Swift County school system, certain steps must occur in an assessment of behavior.

1. Identify the behavior

2. Collect data using indirect and direct measures: Questionnaires. Interviews, checklist, student records, and computer programs. During the interview, a student can be asked questions as well.

3. Analyze data and develop a hypothesis

4. Create a behavior intervention plan that can be monitored for a determined time frame. This is where PBIS can be used. Students respond best to Behavior Intervention Plans (BIP) that use positive methods to encourage and teach appropriate, alternative behaviors

Some students will not need an FBA. Many will flourish with adaptation made during assessment time. A necessary instructional strategy is helping students see the connections between what they are learning and their own lives (Frondeville, 2009)

References:

Frondeville, T. de. (2009, August 3). How to Keep Kids Engaged in Class. Edutopia; George

Lucas Educational Foundation. https://www.edutopia.org/classroom-student-participation-tips

Ottmar, E. R., Rimm-Kaufman, S. E., Berry, R. Q., & Larsen, R. A. (2013). Does the Responsive Classroom approach affect the use of standards-based mathematics teaching practices? Results from a randomized controlled trial. The Elementary School Journal, 3, 434.

Young, A., Andrews, C., Hayes, C., & Valdez, C. (2018). Should Teachers Learn How to Formally Assess Behavior? Three Educators' Perspectives. International Journal of Special Education, 33(2), 416–426.