ASSESSING BEHAVIOR AND SOCIAL COMPETENCEWest Chester University, Adapted Physical EducationKIN 582: Assessment and Development of Individualized ProgramsMelissa Ewerth

Youtube Link: http://youtu.be/4nbPNa_COHUText: Developmental and Adapted Physical Activity Assessment

OBJECTIVES Adaptive and Maladaptive Behavior Traditional versus Functional assessment of

behavior problems The concept of social competence and the

importance of assessing social competence Importance of self-concept and various

assessment methods Importance of play and how to assess play

behaviors Understand the importance of attitudes and

how to assess and develop positive attitudes

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS Students displaying difficult behaviors can be the

most challenging students in both general and adapted physical education settings.

Difficult behaviors include Physical violence toward others Verbal outbursts Destroying equipment Passive-aggressive behaviors

Before an IEP team can determine an appropriate behavior, the team must determine the following. Types of displayed behaviors Intensity of behaviors Possible causes of behaviors

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS: ADAPTED BEHAVIOR Adaptive Behavior: Behavior the

demonstrates one’s ability to meet expectations of personal independence, physical needs, and interpersonal relationships.

Adaptive behavior related to physical education includes: Following directions Getting along with peers Proper use of equipment

Adaptive behavior allows for student success, independence, and acceptance.

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS: MALADAPTED BEHAVIOR Maladaptive Behavior: Behavior that is

undesirable, unacceptable, and interferes with everyday activity. Also called problem behaviors.

Maladaptive behavior limits student independence. Limited independence leads to Restrictions Extra supervision Segregated placement

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS: BEHAVIORAL ASSESSMENTS The first step of a behavioral assessment is

identifying the behavior and the extent of occurrence of the behavior.

The assessment of the behavior must be based on an accurate observation and precise measurement.

Examine antecedents and consequences. Antecedent: Things that happened before

behavior that could have caused the behavior. Consequence: Things that happen after behavior

that could possibly reinforce the behavior.

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS: BEHAVIORAL TESTS Frequency

Number of behaviors during designated time Response Rate

Number of responses divided by the time in an interval

Intervals Behaviors during a certain time period

Time sampling Observations during different time periods rather

than one large block of time

ASSESSING CHILDREN WITH CHALLENGING BEHAVIORS: BEHAVIORAL TESTS Duration

The amount of time the behavior is observed Latency

Time lapse between the cue and the response Categorization

Classification of responses Group

Number of individuals who perform the behavior as opposed to just one individual response

BEHAVIORAL TESTS University of Virginia Adapted Physical

Education Program (UVA-APE) Initial Observation and Referral Form

Scales of Independent Behavior-Revised (SIB-R)

Vineland Adaptive Behavior Scales (VABS) AAMR Adaptive Behavior Scale-School

UVA-APE INITIAL OBSERVATION AND REFERRAL FORM Easy to use tool designed to determine significance

of child’s behavioral problems in PE. Five main categories

Transition to and from PE Responding to teacher Relating to peers and equipment Effort and self-acceptance Cognitive abilities

Scored on a three-point scale Adequate, needs improvement, significantly

inadequate. No reports of validity or reliability Results can be used for programming and

recommending formal behavioral assessment

SCALES OF INDEPENDENT BEHAVIOR-REVISED (SIB-R) Comprehensive norm-referenced assessment

of adaptive and maladaptive behavior. Adaptive: 14 areas Maladaptive: 8 areas

Test appropriate for infants through older adults

Test administration Short form: 15-20 minutes Full scale: 40-60 minutes

Assessment uses a scale of 0-3.

VINELAND ADAPTIVE BEHAVIOR SCALES (VABS) Measures social competence of children with

and without disabilities from birth to 19 years old.

Classroom edition contains 224 items that are completed by IEP team or lead teacher.

Interview edition has two forms completed by parent. Survey form: 297 Expanded form: 577 items

Measured on a 3-point scale Measures behavior in four domains

Communication, daily living skills, socialization, motor skills

AAMR ADAPTIVE BEHAVIOR SCALE-SCHOOL (ABS-S:2) Measures adaptive and maladaptive

behaviors Adaptive behavior measurements

Independent functioning Physical development Economic activity Self-direction Language development Numbers and time Prevocational and vocational activity Responsibility Socialization

AAMR ADAPTIVE BEHAVIOR SCALE-SCHOOL (ABS-S:2) Maladaptive behavior measurements

Social behavior Conformity Trustworthiness Stereotyped and hyperactive behavior Self-abusive behavior Social engagement Disturbing interpersonal behavior

Range: 3-18 years Testing time: 15 to 30 minutes Measurement: Likert Scale of 0 to 3 or “yes”

or “no” response.

FUNCTIONAL BEHAVIORAL ASSESSMENT Step 1: Clear objective description of

behavior including type, frequency, intensity, and duration

Step 2: Cause of behavior Step 3: Observation consequences after

behavior Step 4: Determining the reason for the

behavior Step 5: Creating the hypothesis

*See Figure 9.2 on page 166.

SOCIAL COMPETENCE Social competence includes a variety of

subareas: Basic classroom skills Basic interaction skills Getting-along skills Making-friend skills Coping skills

Assessing social skills allows the physical education teacher to determine student strengths and weaknesses, set goals for social competence, and identify student progress in relation to set goals toward social competence.

SOCIAL COMPETENCE: SOCIAL SKILLS TESTS Walker-McConnell Scale University of Virginia Adapted Education

Program Social Skills Inventory Matrix to Target Social Skills Deficits

WALTER MCCONNELL SCALE (WMS) Rates social behaviors by focusing on behaviors

that can be easily observed during the school day. Elementary-aged students(K-6)

Teacher-preferred social behavior Peer-preferred social behavior School adjustment

Adolescent students (7-12) Self-control Peer relations School adjustment Empathy

Information gained from this test can be used to design a social skills improvement plan for the student.

UNIVERSITY OF VIRGINIA ADAPTED PHYSICAL EDUCATION SKILLS INVENTORY Easy to use tool to measure the social

competence of children with disabilities. Inventory is divided into 10 sub-categories

Accepting authority Coping with conflict Gaining attention Greeting others Helping others Making conversation Organized play Positive attitude towards others Informal play Care of property

UNIVERSITY OF VIRGINIA ADAPTED PHYSICAL EDUCATION SKILLS INVENTORY Although test validity and reliability has not

been tested, it is useful for identifying basic competencies of children with disabilities in physical education.

Administration of the assessment requires teacher observation that may take several observations.

MATRIX TO TARGET SOCIAL SKILLS DEFICITS Similar to the UVA-APE Social Skills Inventory. Behaviors are listed on the left and given a

score from 1 to 5. The matrix can be used for individuals or for

the class as a whole. The UVA-APE Social Skills Inventory is

preferred as it is more relevant to the physical education setting.

SELF-CONCEPT Positive self-concept is important for all

students to stay motivated to try their best in all areas of school.

Self-Esteem: general positive self-regard, self-worth, or overall good feeling about oneself

Perceived Competence: The competence one feels in particular activities or pursuits. School, sports, friendships, appearance, romantic

appeal, social acceptance, behavioral conduct

SELF-CONCEPT: MEASUREMENT SCALES

Harter’s Self-Perception Profile of Adolescents (SPPA)

Ulrich’s Pictorial Scale of Perceived Physical Competence (PSPPC)

HARTER’S SELF-PERCEPTION PROFILE FOR ADOLESCENTS (SPPA) Measures self-perceptions in several domains

Global self-worth Scholastic competence Social acceptance Athletic competence Physical appearance Behavioral conduct Friendship Romantic appeal Job competence

Format encourages students to respond based on how they feel and not what they believe to be the desired response.

Figure 9.5 is a section that relates to physical education specifically in relation to athletic competence.

ULRICH’S PICTORIAL SCALE OF PERCEIVED PHYSICAL COMPETENCE (PSPPC) Pictorial scale designed to assess self-perceptions

of motor skill competence of elementary students and students with mild mental retardation.

Measures fundamental gross motor skills Swinging Running Jumping Catching Climbing on a jungle gym Bouncing a ball Kicking Skipping Jumping rope Throwing

ULRICH’S PICTORIAL SCALE OF PERCEIVED PHYSICAL COMPETENCE (PSPPC) Measures sport-specific skills

Baseball Batting Throwing Catching

Basketball Dribbling Shooting Passing

Soccer Dribbling Kicking Throw-ins

ULRICH’S PICTORIAL SCALE OF PERCEIVED PHYSICAL COMPETENCE (PSPPC) Students are shown two pictures for each skill.

The student indicates whether the person in the picture is really good, pretty good, sort of good, or not very good at the skill. The student then indicates which person he is most like.

Follow up questions listed below are recommended to help the examiner better understand the response of the student. Have you ever done this skill? When did you do it? How many times have you done it? Who taught you? Do you enjoy it?

PLAY BEHAVIORS Social play allows children to

Learn from peers Learn to take turns and cooperate with peers Learn appropriate ways to play with peers and

toys Learning to play prevents students with

disabilities from being rejected and avoided by peers.

Children with disabilities do not always have developmentally appropriate play skills, specifically children with autism.

PLAY BEHAVIORS: SHERRILL-UVA-APE SOCIAL PLAY BEHAVIOR INVENTORY Easy to use social play behavior inventory to

measure current behaviors in play and ongoing improvement.

Divided into five developmental levels and assessed on a scale of 1-4. Autistic/Unoccupied Solitary/Exploratory Parallel Associative/Interactive Cooperative

Reliability is gained through multiple observations.

ATTITUDES Attitudes specify one’s preference to either

avoid or approach someone or something. Attitudes are directly connected to intentions

which are connected to behaviors. Physical educators should measure how non-

disabled students feel about including students with disabilities. Conduct assessments early in the year to allow

for disability awareness and acceptance activities

Continue assessments throughout the year.

ATTITUDES Children’s Attitudes Toward Integrated

Physical Education-Revised Inventory Siperstein’s Adjective Checklist Siperstein’s Friendship Activity Scale

ATTITUDES: CHILDREN’S ATTITUDES TOWARD INTEGRATED PHYSICAL EDUCATION-REVISED INVENTORY Designed to determine the attitudes of

students without disabilities to the students with disabilities and the modifications that would be present in an inclusive setting.

A scenario is given to which students must respond using a 4-point Likert scale.

Results are analyzed by totaling each subscale and dividing to get a score of 1-4. Score of 1-2 indicates negative attitudes Score of 3-4 indicates positive attitudes

ATTITUDES: SIPERSTEIN’S ADJECTIVE CHECKLIST Designed to measure student attitudes

towards peers with disabilities. Children are asked to choose words that

describe how they feel about a certain student or certain disability.

Results should be examined and discussed with the class

ATTITUDES: SIPERSTEIN’S FRIENDSHIP ACTIVITY SCALE Designed to measure friendship intentions. Students are given a prompt and then asked

to answer questions based on what they have read or has been read to them.

Results should be examined and then discussed with the class.

CLASS ACTIVITY Please think about the following questions

and be prepared to share your answers during our Skype session. Have you ever used any of these assessments?

What were your thoughts? After viewing this presentation do you plan on

using any of these assessments? Why or why not? If so, which one will you use?

Would you be against using any of the assessments discussed in the presentation? How could you modify them?

SUMMARY Adaptive and maladaptive behavior Social competence Self-concept, self-esteem, and perceived

competence Play behaviors Attitudes towards students with disabilities

RESOURCES Block, M.E. (2000). A teacher’s guide to including

students with disabilities in general physical education (2nd edition). Baltimore: Brookes.

Block, M.E., Horvat, M., & Kelly, L.E. (2007). Developmental and adapted physical activity assessment. Champaign, IL: Human Kinetics

Janney, R., & Snell, M.E. (2000). Behavioral support. Baltimore: Brookes.

Tripp, A., & Sherrill, C. (2004). Inclusion, social competence, and attitude change. In C. Sherrill (Ed.), Adapted physical activity, recreation, and sport (6th ed.) (pp. 240-260). Madison, WI: McGraw-Hill.