Transcript Behavior Rating Scales

OBJECTIVES
• How to complete behavior scales
• How to interpret Behavior Scales and apply the
information to writing IEPs, FBA and BIP (if applicable)
and determine programming and supports for
students.
SCALES TO BE COVERED
BRIEF
CAB
BES
ABES/ABAS
GARS
BRIEF
WHAT IS EXECUTIVE FUNCTION?
Executive function is a set of mental
processes that helps connect past
experience with present action. People
use it to perform activities such as
planning, organizing, strategizing, paying
attention to and remembering details,
and managing time and space
METHODS OF ASSESSING EF
Micro
Performance
Tests
Observations
Count the number of moves
r
ito
s
rg
er
ia
l
/O
W
M
M
on
4
M
at
3
Pl
an
it
Problem:
Sh
ift
Em
ot
io
na
l
70
65
60
55
50
45
40
Goal:
ib
Structural &
Functional
Imaging
In
h
Genetics
Macro
BEHAVIORAL DEFINITIONS FOR THE CLINICAL SCALES
Inhibit: Control impulses; stop behavior
Shift: Move freely from one activity/situation to another; transition; problemsolve flexibly
Emotional Control: Modulate emotional responses appropriately
Initiate: Begin activity; generate ideas
Working Memory: Hold information in mind for purpose of completing a task
Plan/Organize: Anticipate future events; set goals; develop steps; grasp main
ideas
Monitor: Check work; assess own performance
RATINGS ON THE BRIEF
N if the behavior is Never a problem
S if the behavior is sometimes a problem
O if the behavior is often a problem
PARENT FORM
Materials: Parent Form and a pen/pencil
• Parent Form is filled out by a parent;
preferably, by both parents
• Parent must have recent and extensive
contact with the child over the past 6
months
• Form must be explained to parent
• Ratings must be explained
• Preferably form should be completed by
phone or in person
TEACHER FORM
• Can be filled out by any adult with extended
contact with the child in an academic
setting; typically a teacher
• Minimum familiarity is 1 month best
practice is 6 weeks
• Multiple ratings across classrooms may be
useful for comparison purposes (2 scales)
• Teachers should complete the forms
independently
INTERPRETING THE FORM
• All results should be viewed in the context of a complete
evaluation
• High scores do not indicate “A Disorder of Executive
Function”
• Problems may be developmental or acquired and, thus, are
suggestive of differing treatment approaches
• Must have an impact statement showing impact in the
educational environment
IMPLEMENTING STRATEGIES
The purpose of the BRIEF is to identify areas of weakness
in the area of Executive Functioning
Inhibit:, Shift:, Emotional Control, Initiate, Working
Memory, Plan/Organize
and Monitor
Based on the results, your job is to teach strategies and add
accommodations and modifications to the IEP to help with
deficits in Executive Functioning skills.
EXAMPLES OF ACCOMMODATIONS/MODIFICATIONS AND SERVICES
FOR IEPS
General Strategies
Take step-by-step approaches to work, rely on visual organizational aids.
Use tools like time organizer computers or watches with alarms.
Prepare visual schedules and review them several times a day.
Ask for written directions with oral instructions whenever possible.
Plan and structure transition times and shifts in activities.
Managing Time
Create checklists and "to do" lists, estimating how long tasks will take.
Break long assignments into chunks and assign time frames for completing
each chunk.
Use visual calendars to keep track of long term assignments, due dates,
chores, and activities.
Use management software such as the Franklin Day Planner, Palm Pilot, or
Lotus Organizer.
Be sure to write the due date on top of each assignment.
STRATEGIES
Managing Space and Materials
Organize work space
Minimize clutter
Consider having separate work areas with complete sets of supplies for
different activities
Schedule a weekly time to clean and organize the work space
Managing Work
Make a checklist for getting through assignments. For example, a student's
checklist could include such items as: get out pencil and paper; put name
on paper; put due date on paper; read directions; etc.
Meet with a teacher or supervisor on a regular basis to review work
troubleshoot problems.
BEHAVIOR STRATEGIES
1.) clear expectations
2.) positive incentives
3.) predictable consequences
•
•
•
•
•
•
•
Daily behavior chart to monitor behavior
Prewarning before transitions to a new activity or location
Boundaries for unstructured times (PE, Recess,bus)
Opportunities for a break
Structured rewards
Calm down area if needed
Social skills instruction
BRIEF
Review BRIEF report for additional strategies and
recommendations
•
Look at each area on the BRIEF and determine
which areas are the most significant
• Add information to the IEP to address specific areas
noted on the BRIEF:
Inhibit (Think before acting) Shift (Transition)
Emotional Control(Control feelings and reactions to
include temper), Initiate (begin a task) Working Memory
(Remembering verbal directions), Plan/Organize
(homework, projects, events) and Monitor (monitoring
time, and self)
•
BEHAVIOR EVALUATION SCALE (BES)
The Behavior Evaluation Scale - Third Edition provides results that
assist school personnel in making decisions about eligibility,
placement, and programming for students with behavior problems
who have been referred for evaluation.
The scale yields relevant behavioral information about students
regardless of handicapping conditions, and therefore may be used
with students who have learning disabilities, mental retardation,
physical impairments, and other handicapping conditions.
Ratings-data required to complete scale
1-Not personally observed or is developmentally advanced for age
group
2-Less than once a month
3-Approximately once a month
4-Approximately once a week
5-More than once a week
6-Daily at various times
7-Continuously throughout the day
USED TO RULE OUT A BEHAVIOR DISORDER
WHEN DETERMINING ELIGIBILITY
The BES-3 is based on the IDEA definition of emotional
disturbance/behavioral disorders which makes it particularly useful in the
assessment of students who are suspected of having behavior disorders.
The BES-3 was factor analyzed to create the following factor clusters
(subscales): Learning Problems, Interpersonal Difficulties, Inappropriate
Behavior, Unhappiness/Depression, and Physical Symptoms/Fears.
LEARNING PROBLEMS
The Learning Problems subscale assesses behaviors
conducive to learning, study habits, assignment and
homework completion, work habits, academic
performance, memory and comprehension skills, and
skill in following oral and written directions. It represents
the students who do not respond to traditional learning
experiences and are not successful in learning without
special attention or assistance in the school
environment. The understanding is that the learning
difficulty is behavioral, thus constituting its inclusion in
the need to consider the failure to learn, without other
explanation, as a behavior disorder.
INTERPERSONAL DIFFICULTIES
The Interpersonal Difficulties subscale assesses social skills
conducive to the formation of positive relationships with
peers and teachers. Items within this subscale include such
behaviors as fighting, inappropriate comments, agitation or
provocation of other students, withdrawn behavior, and lack
of acceptance by the student’s peers. It encompasses the
inclusion of behaviors ranging from the inability to make or
keep friends to the acting out/aggressive behavior which
interferes with resolving conflict, etc.
INAPPROPRIATE BEHAVIORS
The Inappropriate Behavior subscale is an all encompassing
one which represents behavior atypical in the context of the
educational environment. It is this area which represents
attendance, stealing, predictability, sexual behavior,
cheating, rule-following, etc. Much of this characteristic
deals with the inability to conform to expected patterns of
behavior necessary for social/employment success in
society. Stability, responsibility, dependability, etc., are
behaviors measured by this characteristic.
UNHAPPINESS/DEPRESSION
The Unhappiness/Depression subscale provides a
measure of the more subtle indicators of
emotional/behavioral problems represented by a
pervasive mood of dissatisfaction and negative feelings
resulting from personal or school related experiences. This
subscale includes behaviors such as avoidance of group
activities, self-blame, difficulty accepting suggestions or
constructive criticism, suicidal comments, lack of affect
(i.e., smiling or laughing), apparent fatigue, apathy,
frowning, scowling, and overly critical or pessimistic
comments directed at oneself.
PHYSICAL SYMPTOMS/FEARS
The Physical Symptoms/Fears subscale provides a
measure of behaviors representing a negative
reaction to personal or school experiences. In many
cases the behaviors demonstrated under this
characteristic constitute a phobic level of response
to environmental problems. Included in this
subscale are behaviors such as complaints about
physical illnesses, self-injury, excessive concern
related to family or school problems, temper
tantrums, nervous habits, unusual speech habits,
tremors, stammering, shaking, or excessive fears
BES-3 RESULTS
• If the BES-3 results are in the Significant range, a behavior
disorder cannot automatically be ruled out.
• Additional scales should be used to determine if there is a
behavior disorder. CABs or BRIEFS are available as well as
other scales (see chart of available scales).
• Results from the BES-3 can be incorporated into the
students IEP and programming.
ABES-70 AND BELOW IS SIGNIFICANT
The ABES is an adaptive behavior evaluation
scale measuring the following adaptive skill
areas: Communication Skills, Self-Care, Home
Living, Social Skills, Community Use, SelfDirection, Health and Safety, Functional
Academics, Leisure, and Work Skills. For
students age 5 to 18 years.
RATINGS
Ratings
0-Not developmentally appropriate for age
1-Does not demonstrate the behavior or skill
2-Is developing the behavior or skill
3-Demonstrates the behavior or skill inconsistently
4-Demonstrates the behavior or skill most of the time
5-Demonstrates the behavior or skill consistently
Read each quantifier with the item before rating the item.
EXAMPLE:
Adjusts his/her behavior to the social situation (e.g., at a party, lunch with
friend, lunch with adults, etc.)
ABAS II-70 AND BELOW IS SIGNIFICANT *USE FOR LOWER
FUNCTIONING STUDENTS
Ages-5-21 Parent and Teacher form
Ratings
0-Is not able
1-Never or Almost Never When Needed
2-Sometimes When Needed
3-Always or Almost Always When Needed
Check if you Guessed-(if 4 or more interview the respondent) If
necessary, select a different rater that has more knowledge of the
individual.
Areas
Communication
Community Use
Functional Academics
School Living
Health and Safety
Leisure
Self-Care
Self-Direction
Social
(Work)
*BEST if used for student that are ID or have Autism
LINKAGE OF GOALS TO ADAPTIVE BEHAVIOR
SCALES
For social and functional goals, consider domains, subscales and individual
items numbers.
According to the ABES completed on 9/2 by Johnny’s classroom teacher,
Johnny’s total adaptive score yielded a result of 65. Scores are reported in
Standard Scores with 90-110 being considered within the average range
and 65 being in the significant range. Johnny’s scores on the social domain
fell within the significant range. Johnny does not demonstrate the behavior
or skill to be able to adjust behavior to expectations of different situations
(e.g., classrooms, recess, etc.) This impacts his ability to interact with his
peers in the general education classroom.
The goal on the IEP should be linked to the domain, subscale and item
number.
EX: By May of 2013, when transitioning to different social environments
including from the classroom to recess and specials, Johnny will correctly
display the appropriate set of behaviors for the given environment in 3 out of
5 opportunities.
CLINICAL ASSESSMENT OF BEHAVIOR
The CAB offers a balanced theoretical framework of
both competence-based qualities and problembased concerns for the CAB scales and clusters,
making it useful for evaluating adaptive strengths
and clinical risks in children and adolescents. The
CAB assesses behaviors that reflect current societal
concerns and issues about youth and their behavior
(e.g., bullying, aggression, executive function, gifted
and talented). It includes both Parent and Teacher
Rating Forms, thus providing a multisource,
multicontext assessment of children and
adolescents behaviors.
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USES A FIVE-POINT ITEM RESPONSE FORMAT
•Always - Very Frequently
•Often
•Occasionally
•Rarely
•Never
•130 and Above is Significant
CLINICAL SCALE DEFINITIONS
Internalizing Behaviors Scale (INT)
Assesses behaviors directed toward oneself (e.g., behaviors related to
depression, anxiety, and somatization
- cries easily; is easily startled; is emotionally fragile
Externalizing Behaviors Scale (EXT)
Assesses problematic conduct directed toward others, including rulebreaking behaviors
- insults others; is difficult to manage; ignores rules
Critical Behaviors Scale (CRI)
Assesses behaviors associated with serious psychopathology and
sociopathy
- uses illegal drugs; hallucinates; expresses an unusual interest in
Satan
ADAPTIVE SCALE DEFINITIONS
Social Skills Scale (SOC)
Assesses interpersonal interactions with peers and adults
- listens attentively to others; is considerate of others; annoys others
Competence Scale (COM)
Focuses on cognitive and language development and ability to get needs
met
- has poor judgment; is easily confused; learns new things easily
Adaptive Behaviors Scale (ADB)
Assesses developmental progress and degree of independence
- dresses self; reliably makes simple purchases; prepares simple
meals for self
CLINICAL INTERPRETATION
Quantitative and Qualitative Interpretation Process
5-Step Interpretation Process
1.
Consider CAB total scale score (i.e., CAB Behavioral Index)
2.
Consider CAB scale and cluster scores individually and in
combination
3.
Compare scale and cluster scores acquired from different
sources (e.g., parents/teachers)
4.
Explore clinically informing items
5.
Contrast student’s performance on the CAB forms, scales,
and clusters in light of other available information
AREAS ON THE CAB
Clinical Clusters
Anxiety, Depression, Anger, Aggression, Bullying, Conduct Problems, Attention
Deficit/Hyperactivity, Autistic Spectrum Behaviors, Learning Disability, Mental Retardation
If a particular area such as bullying is significant use that to write a behavior goal in
the IEP or for a goal in the BIP.
EX: PLOP-The CAB, Clinical Assessment of Behavior was completed by two of Mary’s
teachers and mother. All three scales indicated that Bullying was an area of concern.
The scores are reported in standard scores with a score of 130 or above in the
significant range. All three scales yielded a score of 130 and above in the area of
Bullying. (Describe the behavior in more detail to include #s based on data ) Write an
annual goal to decrease the behavior in measurable terms.
On the FBA, indicate that behavior scales were completed and significant. If
aggression is an area of concern you can write a goal on the BIP (verbal and or
physical aggression to include hitting, biting, and cursing) and an appropriate
replacement behavior.
EMOTIONAL DISTURBANCE DEFINED
Disabilities Education Act (IDEA), Public Law 101-476 defines SED as:
“…one or more of the following characteristics over a long period of time
and to a marked degree that adversely affects educational performance–
(A) An inability to learn that cannot be explained by
intellectual, sensory, or health factors;
(B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
(C) Inappropriate types of behavior or feelings under normal
circumstances;
(D) A general pervasive mood of unhappiness or depression;
(E) A tendency to develop physical symptoms or fears
associated
with personal or school problems."
PROGRAMMING FOR STUDENTS WITH A
BEHAVIOR DISORDER
• Students that qualify for Special Education services in the area of ED must
have a BIP
• Data collection on behavior goals must be ongoing and reported every 9
weeks
• Student must receive social skills instruction with a special education
teacher and services should be listed under Special Education Services
• Supplementary aides and services should include necessary behavior
strategies (cool off place, daily behavior chart, BIP, visual and verbal cues,
prompting etc.)
• The IEP should contain information about behavior scales and sections of the
Behavior scales that are considered in the significant range
• Goals and behavior programming should correlate with data from the FBA
and Behavior scales
MUST-HAVE SUPPORTS IN AN IEP FOR
STUDENTS WITH AN EMOTIONAL DISABILITY
1.) Services from Special Education teacher to address
behavior
2.) FBA data and BIP that addresses current behavior
3.) Supplementary aides and services to address
behavior supports
4.) Research based strategies and program to address
target behaviors
GARS-2
Subscales
Stereotyped behaviors-Rocks back and forth, flaps
hands or fingers, stares at hands
Communication-repeats words or phrases, babbles,
looks away or avoids looking at speaker when name
is called
Social Interaction-withdraws, becomes upset when
routines are changed
EXAMPLES OF GOALS
Item #1- Stereotyped behaviors
Avoids eye contact; looks away when eye contact is made
Goal: Establish eye contact
a. Within 3 seconds of the command, “look at me,” student will look at teacher.
b. When the student’s name is called, within 3 seconds student will look at
teacher
c. When a signal is given (e.g., ringing of a bell, clapping of hands, blinking of
lights), within 3 seconds student will look at teacher
d. When the teacher says, “Stop,” within 3 seconds student will look at teacher
Communication
#21-Does not ask for things he or she wants
Goal 1: Ask for things he or she wants.
Given a selection of more than two items that most children desire (e.g.,
candy, popcorn potato chips, soda) and asked, “What do you want?” student
will indicate the item that he or she wants by pointing to it. (CAP to be
determined by teacher)
Social Interaction
#33-Withdraws, remains aloof, or acts standoffish in group situations
Goal:-When requested by the teacher, “Student , come join out group,” student will
go to the group where teacher is. (Cap to be determine by teacher).
REFERENCES

ADHD - Jarratt et al., 2005; Loftis, 2005; Viechnicki, 2005; Lawrence et al., 2004; Blake-
Greenberg, 2003; Palencia, 2003; Kenealy, 2002; Mahone et al., 2002.

Reading disorders - Gioia et al., 2002; Pratt, 2000.

Autism spectrum disorders - Gilotty et al., 2002; Gioia et al., 2002.

Bipolar disorder vs. ADHD - Shear et al., 2002.

Tourette’s syndrome - Mahone et al., 2002; Cummings et al., 2002.

Traumatic brain injury - Landry et al., 2004; Brookshire et al., 2004; Gioia et al., 2004; Mangeot et al.,
2002; Vriezen et al., 2002; Jacobs, 2002.

Media violence exposure - Kronenberger et al. 2005.

Galactosemia - Antshel et al., 2004.

Childhood onset MS - McCann et al., 2004.

Psychological Publications, INC.