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This rating profile allows teachers students and parents to have a rating scale that shows the evolution of the student's behavior.
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Compairs the target student with a normative sample to identifty or classify.
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This form is "to facilitate team discussions regarding eligibility decisions." (p. 96).
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"Focuses on social behaviors that are relevant to successful interpersonal and academic functioning," (p. 101).
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For children ages 3-17. Has been used in US and other countries. "The scale provides a comparision of the child to levels of appropriate normative groups."
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"Measure peer related, nterpersonal social skills, and adaptive behavior required for success in the classroom" (100).
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For children 2-18 years old. Normed on a national sample of children. Has 5 components to assess externalizing problems, interalizing problems, school problems, atypicality, withdrawl, and adaptive skills. (p. 101).
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Strength based assessment focused on interpersonal strengths, family involvement, intrapersonal strengths, school functioning, and affective strengths. (p. 101)
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An outline of how school staff may effectively repond to student behavior problems, focusing on classroom environment, assisting the student, developing new skills, involving wide range of staff, and emphasizing the responsability of the classroom teacher.
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Statewide Plan to help schools examine their behavior management problems and develop solutions for prosocial behaviors.
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This allowed for modified teaching practices in the classroom and provided opportunities for student to practice new cognitive styles that helped them be more successful in mainstream society (p. 100).