Concurrent Validity of the Strength-Based<i>Behavioral Objective Sequence</i>

Wilder, Lynn K.; Braaten, Sheldon; Wilhite, Kathi; Algozzine, Bob

doi:10.1300/j370v22n01_07

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…In addition, the significance of scores was consistent across the six BOS subscales, indicating that the characteristics of students referred for disciplinary intervention and those who were not referred are stable across these domains. These findings support the previous report (Wilder et al, 2005) of the effectiveness of skill-based measures such as the BOS as tools for identifying developmentally appropriate social competencies requiring critical intervention strategies.…”

Section: Discussionsupporting

confidence: 90%

“…Children should be assessed from a developmental perspective so that intervention can be matched to the child's current developmental level Vernon, 1993;Wood, Davis, Swindle, & Quirk, 1996). Strength-based assessment yields an appropriate framework for teaching prosocial competencies in contrast to a more traditional approach for identifying and eliminating problem behaviors (Wilhite, Braaten, Frey, & Wilder, 2007) and for determining present levels of functioning and resultant individual goals and objectives for students independent of the need for pejorative labeling (Wilder, Braaten, Wilhite, & Algozzine, 2005).…”

Section: Behavioral Institute For Children and Adolescentsmentioning

confidence: 99%

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Strength‐based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Albrecht

Braaten²

2008

Psychology in the Schools

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Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out-of-classroom disciplinary intervention. The results of this study indicated a distinction between the BOS scores of students referred for disciplinary problems and the scores of students who were never referred. In addition, differences among demographic variables of the sample population were found. These findings provide initial data that support use of the BOS as a strength-based assessment for identifying behavioral competencies of students who may be at risk for increasing rates of disciplinary referrals so skill-focused intervention strategies may be implemented in a timely manner. C 2008 Wiley Periodicals, Inc.Early identification of student behavior problems followed by subsequent intervention is critical in efforts to reduce the number of students at risk for school failure. The extensive literature in this field has emphasized the need for early intervention to facilitate prosocial skills development. Traditional deficit-based assessment tools that describe behavior symptoms for identifying which students need early intervention are plentiful; however, they provide almost no assistance to teachers on what skills should be taught (Epstein & Rudolph, n.d.). Little information is currently available regarding the usefulness of strength-based assessment in targeting students for behavioral interventions.Students exhibiting chronic behavior problems are at risk for negative school outcomes, both academic and social. Without early identification and intervention, many problem behaviors escalate in frequency and severity over time with diminishing responses to intervention and increasing costs associated with secondary and tertiary treatments. These problem behaviors may have lifetime consequences (McClellan & Katz, 2001). Unchecked low-level aggression exhibited by students has been associated with high-level, antisocial, and criminal conduct (Belandcited findings that indicate that children who do not develop prosocial behaviors by about third grade continue to display some degree of antisocial behavior throughout their lives.Reactive efforts too often focus on responding to problem behaviors through the use of punishment or exclusion rather than identifying children who are at risk before problems escalate and providing proactive intervention. Lane, Gresham, and O'Shaughnessy (2002) attested to the reactive approach schools tend to take in addressing problem behaviors. The current trend toward zero-tolerance policies results in the exclusion of children with antisocial behaviors from accessing the intervention and instructional opportunities schools can provide for prosocial development (Kauffman, 1999;Webster-Stratton & Reid, 2002). Students are left with no education and no future, a pra...

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Section: Discussionsupporting

confidence: 90%

Section: Behavioral Institute For Children and Adolescentsmentioning

confidence: 99%

Strength‐based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Albrecht

Braaten²

2008

Psychology in the Schools

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“…The items of strength‐based rating scales can be directly translated from assessment into goals or objectives for prosocial skill development. It delineates yet‐to‐be‐mastered prosocial behaviours that require instruction and differential reinforcement (Wilder et al . 2005).…”

Section: Discussionmentioning

confidence: 99%

Assessing psychosocial well‐being of adolescents: a systematic review of measuring instruments

Tsang

Wong

2011

Child

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Strength-based measures focusing on social emotional behavioural outcomes open up a possibility to link up assessment with promotion of psychosocial well-being, away from clinical settings and into adolescents' homes, schools and community. Future research should focus more on investigating the sensitivity and responsiveness of measuring instruments using longitudinal design in efficacy studies to assess change in adolescents' psychosocial status over extended time.

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“…There are a number of benefits to using a strengths‐based approach in psychological assessment with school‐aged children. First, this approach allows for a more well‐rounded representation of an individual child, capturing his or her unique abilities (Jimerson et al, ; Laija‐Rodriguez et al, ; Nickerson, ; Rashid & Ostermann ; Rhee et al, ; Wilder et al, ). SBA provides a more balanced view of the child, highlighting the competencies and areas of strengths that are both internal and external to the child (Climie & Mastoras, ; Jimerson et al, ).…”

Section: Benefits Of Sbamentioning

confidence: 99%

A renewed focus on strengths‐based assessment in schools

Climie¹,

Henley²

2016

British J Special Edu

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School-based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths-based, approach to working with students is needed. Although strengths-based assessment (SBA) is not a new concept, it is not routinely incorporated into school-based assessment services. This article provides an overview of SBA and its benefits, along with empirically-driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths-based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists.Psychology is typically viewed as a pathology-focused profession. Individuals seek psychological support when something is wrong or when there is an issue that needs to be 'solved.' Graduate-level psychology programmes emphasise courses in child and adolescent disorders, child psychopathology and clinically-based interventions for psychological disorders. Much research effort and focus is devoted to understanding how and why individuals experience distress and what can be done to ameliorate these concerns.

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Concurrent Validity of the Strength-BasedBehavioral Objective Sequence

Cited by 6 publications

References 7 publications

Strength‐based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Strength‐based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Assessing psychosocial well‐being of adolescents: a systematic review of measuring instruments

A renewed focus on strengths‐based assessment in schools

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