| Decision Making |
Lesson 1: Readings (3) |
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Development and Validation of Standard Classroom Observation
Systems for School Practitioners: Ecobehavioral Assessment Systems Software (EBASS)
Greenwood, C. R., Carta, J. J., Kamps, D., Terry, B., & Delquardi,
J. (1994).
Exceptional Children, 61, 197-209.
Abstracted by Krista Fritz Rogers
Understanding the relationship between instruction that takes place in the classroom and learning outcomes (in both general and special education settings) can provide targeted information to help educators improve instructional methods. In addition, demand for accurate data measuring classroom behavior in relation to the instructional environment of special education is increasing in many venues (e.g., funding requests). Clearly, computer technology has significantly impacted the evolution of tools from mechanical stopwatches and counters to sophisticated software on laptops that facilitate data entry and analysis.
This article describes the development and validation of a computer-assisted system for classroom observation and assessment called EBASS - Ecobehavioral Assessment Systems Software. It covers the package's background, instruments, supporting technology, and validation research, as well as potential barriers to implementation of computer-assisted observational assessment.
EBASS was designed to overcome limitations of assessment methods that tend to ignore the effects of differences in teaching practices. It provides a means to record at least one classroom process and the interactions among variables (such as student behavior, teacher behavior, materials in use, and interactions).
EBASS developers focused on the increasing need for reliable, meaningful information on student behavior and the instructional environment in special education. Designed with school practitioners in mind (considering, for example, practicalities of technology availability and usability, and practitioners' desire to modify the instrument while maintaining integrity and standardization), EBASS includes three data collection and analysis instruments: CISSAR, ESCAPE, and MS-CISSAR. These instruments have a strong history of use in special education research.
When the Code for Instructional Structure and Student Academic Response (CISSAR) was originally developed, it reflected an intention to create a single taxonomy that combines classroom ecology, teacher behavior, and student behavior events. It provides a way to observe, classify, and record many variables in a single, user-friendly framework. CISSAR gave this community a common language to name and discuss behaviors and interactions. Both the Ecobehavioral System for Complex Analyses of Preschool Environments (ESCAPE) and the Mainstream Version of CISSAR (MS-CISSAR) modeled CISSAR. They tailored and/or expanded the taxonomy for preschool settings and mainstreaming and inclusion practices, respectively.
The instruments support a variety of numerical analyses, including percentage occurrence; change over time (graphing capabilities); normative peer comparisons; current versus next-placement setting comparisons; and behavior-environment relations.
In addition to data-related features and tools, EBASS contains tutorial components, including computer-assisted training exercises for all three instruments (with scenario-based exercises) and calibration checks for establishing reliability standards. Supplemental materials include instructional manuals and videotapes (with simulations, for example).
While availability of high quality instrument software and portable computers is typically cited as an obvious barrier to implementation of observational assessment technology, the authors speculate that the greatest barrier may well be the technology's contributions (perceived and actual) to special education. They point to the need for training in computer-assisted observational assessment at both the preservice and inservice levels to encourage and facilitate on-going implementation.
Figures and tables in the paper provide information about the CISSAR taxonomy; a sample screen display; comparison of CISSAR, MS-CISSAR, and ESCAPE taxonomies; and high level organization of EBASS.
