Kenneth W. Howell

Characteristics of Behavior Rating Scales Implications for Practice in Assessment and Behavioral Support

This study examined the structure of items on commonly used behavior rating scales in order to determine their usefulness in planning and monitoring positive interventions. Fourteen forms from 9 published behavior rating scales commonly used in research and practice were selected. The items on each scale were categorized as addressing a positive action, a negative action, a lack of positive action, or a lack of negative action. Ten of the 14 scales were composed of a majority of negative action questions, which are not useful for assessing positive behaviors. Thirteen included lack-of-action questions, which indicates they do not address observable, measurable behaviors. Implications for the selection and use of behavior rating scales within the context of a proactive model of social intervention, as well as directions for future research, are discussed.

Special Education and the Exclusion of Youth with Social Maladjustments: A Cultural-Organizational Perspective

The authors address the current controversy regarding the exclusion of youths labeled socially maladjusted from special education services under the auspices of the seriously emotionally disturbed (SED) category. Both proponents and opponents of serving these students base their arguments largely on the analysis of specijk child characteristics that can differentiate between social maladjustment and serious emotional disturbance. Subscribing to this child-centered perspective limits the discussion and potential for its resolution. Rather than attempting to refute or support arguments presented by both sides in this debate, the authors have chosen to reconceptualize the issue from a cultural-organizational perspective. From this view-point, calls to exclude youths who are socially maladjusted result from a society that has Zittle tolerance for “deviant” behavior, and from schools that must maintain their legitimacy and popular support. Distinctions are made among participants in what has become a characteristic special education conflict.

Curriculum-Based Evaluation and Math: An Overview

Poor math performance is a major concern leading the current educational reform agenda. Many educational math critics are claiming a math crisis. Researchers and school personnel are trying to resolve this crisis. Some are looking at curriculum-based evaluation (CBE) as a process for solving this problem. CBE and curriculum-based measurement (CBM) are widely accepted validated tools for effectively yielding information necessary to make sound educational decisions. In this article, best practices in CBE and CBM are described as they pertain to math instruction. Specific steps of the CBE process are described as they pertain to math.

Curriculum-Based Evaluation What You Think is What You Get

This article presents rules for focusing the thinking and actions of evaluators. First it briefly explains the need to link curriculum-based evaluation to the development of individualized educational plans. Then it provides a specific set of rules for focusing evaluator thought.

Suspension and exclusion rates for aboriginal students in Western Australia

This brief report highlights an apparently inflated suspension and exclusion rate for Aboriginal students in Western Australian government schools. The elevated rates for both suspension and exclusion, but especially for the more serious step of exclusion, should be reason for concern for all educators.

Effects of Ethnicity and Violent Content on Rubric Scores in Writing Samples.

Abstract Bias in teacher-scored student writing samples was examined in this exploratory study. Four nearly identical writing samples were employed with the following contextual differences: (a) Two sets of distinct ethnocultural markers were presented in 2 of the passages and (b) markers of violent content were included in 1 passage from each ethnocultural set. Samples were assigned randomly to teachers who were asked to score 1 writing sample according to a supplied scoring rubric. Results indicated that there was not a statistically significant difference in ratings between ethnicity conditions across levels of the content (violent/nonviolent) condition. Across ethnicity conditions, however, there were statistically significant differences between the violent and the nonviolent content in favor of the nonviolent content.

Bias in Authentic Assessment.

This paper examines the implementation of a state-wide program of authentic assessment. The presentation focuses on the validity of the authentic procedure and specifically on bias in the scoring of written work. The authors conclude that, while the authentic measures may contain superior behavior samples, they lack meaningful standards.

Medications in the Classroom: A Hard Pill to Swallow?.

No getting around it: Controversy surrounds the use of prescribed stimulant medication (STM) for students with attention-related difficulties. The reality is that an increasing number of children and adolescents are being prescribed these drugs for use at school (Forness, Sweeney, & Toy, 1996; Safer & Krager, 1994). Although the effectiveness of stimulant medications in assisting students, either behaviorally and academically, is in contention (Epstein & Cullinan, 1991), the use of STMs is increasing to the point that it has become a frequent topic of discussion in the popular press (Hancock, 1996).

State Standards: Authenticity vs. Diversity

This article reviews problems associated with the current movement to use National Standards and Performance Assessment to reform education. The characteristics of standards, as they are currently being employed, are discussed. In addition, issues related to measurement, reliability and validity are reviewed. The impact of the Standards on students with disabilities is also discussed. The article ends with an expression of concern that the emphasis on performance accountability may spawn a new wave of speculation about the potential of some students to learn.

The Application of Curriculum-Based Evaluation to Social Skills

Despite the increased interest in social skills instruction, educators have failed to extend the principles of curriculum-based evaluation to social-skill assessment. We argue that instruction and evaluation in social skills can most profitably be aligned by applying procedures of curriculum development to the concept of social competence. To illustrate this application, a rubric, generated by combining variables related to social competence, is used to generate a device for summarizing the status of a students social skills.