Assessing the Behavioral Expectations and Demands of Less Restrictive Settings

Walker, Hill M.; Rankin, Richard J.

doi:10.1080/02796015.1983.12085043

Cited by 119 publications

(24 citation statements)

References 14 publications

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“…The ESBA was designed to assess the behavioral skills that teachers most prefer from the children in their classrooms (see Walker et al, 2014, for a more detailed discussion of the development of the ESBA items). The items in the ESBA were adapted from the inventory of teacher-preferred student behaviors and behavioral expectations developed by Walker and colleagues (Hersh & Walker, 1983; Walker, 1986; Walker & Rankin, 1983). During the course of a 15-year period of research and development, teachers generated their preferred adaptive student behaviors for interacting with teachers and other students in both general and special education classrooms.…”

Section: Elementary Social Behavior Assessmentmentioning

confidence: 99%

Validation of the Elementary Social Behavior Assessment

Pennefather

Smolkowski

2014

Assessment for Effective Intervention

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We describe the psychometric evaluation of the Elementary Social Behavior Assessment (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow quick and reliable universal screening. Results from two studies demonstrate that the ESBA has robust internal consistency, a single-dimension, and strong criterion validity. The ESBA seems suited for use within multi-tiered models that address classroom social behavior within early elementary classrooms. It enables teachers to efficiently identify and support students who need additional help learning how to ask for help, complete seatwork, get along with peers, and acquire the other skills that allow them to become successful students.

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Section: Elementary Social Behavior Assessmentmentioning

confidence: 99%

Validation of the Elementary Social Behavior Assessment

Pennefather

Smolkowski

2014

Assessment for Effective Intervention

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“…An additional 13 items address potential barriers to effective programming, rated on a scale of 1 (not important) to 5 (extremely important). Barriers were selected to reflect practical difficulties that could be encountered by classroom teachers based on previous research examining behavioral demands of less restrictive settings (Hersh & Walker, 1983;Walker & Rankin, 1983). Reid and colleagues reported a Crohnbach's alpha of .70 for the 13 barrier items among a sample of 449 thirdgrade general education teachers.…”

Section: Confidence In Implementing Accommodations and Barriers To Efmentioning

confidence: 99%

General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder

Bussing

Gary²,

Leon³

et al. 2002

Behavioral Disorders

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The authors used survey methods to examine three sources of teachers’ ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.

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“…teachers tend to value academics and have a low tolerance for behaviors indicative of children with E/BD (Gresham & Elliott, 1988;Walker & Rankin, 1983), it is likely that these students' deficits in coping skills and emotional maturity have affected their success in general education settings. These findings further highlight the importance of intervening to teach nonacademic skills (e.g., social skills, anger management) to these students, both in segregated and general education environments.…”

Section: Figure 1 Scales For Predicting Successful Inclusion (Spsi) mentioning

confidence: 99%

Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders

Nickerson

Brosof

2003

Behavioral Disorders

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Despite an increasing shift toward full inclusion of all students with disabilities, students with emotional or behavioral disorders (E/BD) remain in segregated placements and experience less successful outcomes in general education than do students in other disability categories. Special education teachers completed the Scales for Predicting Successful Inclusion (SPSI) and the Devereux Behavior Rating Scale–School Form (DBRS-SF) for 89 students with E/BD. Information about each student's level on the school's behavior management program was also collected. Compared to normative scoring samples, the students with E/BD exhibited severe skill deficits and moderate levels of emotional and behavioral disturbance. The SPSI and the DBRS-SF were inversely correlated, and the SPSI and behavioral levels were positively correlated. The SPSI successfully distinguished between students with severe emotional and behavioral problems and those with less severe behaviors. Results highlight the importance of teaching nonacademic skills necessary for inclusion to students with E/BD, using multiple measures to determine placement, and programming for inclusion in a systematic manner.

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Assessing the Behavioral Expectations and Demands of Less Restrictive Settings

Cited by 119 publications

References 14 publications

Validation of the Elementary Social Behavior Assessment

Validation of the Elementary Social Behavior Assessment

General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder

Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders

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