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Behavior assessment is an increasingly important aspect of school life as the recognition grows that behavior is a form of communication. Whatever a child's behavior is sends a message. If the child is quiet and compliant we like the message they are sending and tend not to bother too much about that child's well being unless their behavior suddenly changes in which case it acts as a big signal to pay attention NOW. If a child's behavior is challenging or disturbing in some ways we pay much more attention right from the start. However a difficulty for many teaching and support practitioners is that they are not quite sure how to decode the behavior and interpret the signals - it is a bit like know there is a thing called Morse code, and knowing someone is sending a series of dots and dashes in an attempt to tell you something - but not knowing what the sequence means.
This is where some kind of more formal assessment of behavior can be useful as it gives a structured way of tracking and thinking about the behavior you are seeing. These assessments can be anything from a straightforward log of observations about behavior over time. For example:
1.10.08 Ryan Mackenzie P4
10am shouting in class
11.03 fighting in playground
12.08 crying after being accused of lying
2.30pm kicking back of Jonny's chair
This can go on through to more detailed logs of behavior in different situations.
These logs form assessments since they help to highlight problem areas, times or places. Keeping this kind of record quickly establishes where and when things work and where and when they don't. This picture can be very helpful as practitioners start to 'decode' the behavioral message. They begin to be able to see that the inarticulate but powerful signal always comes through after lunch, or before playtime... That helps practitioners devise a plan to help the child begin to recognise and manage their stress hot buttons and find other ways to deal with the situation.
Sometimes, of course, the message is deeper than that and their behavior is very troubled and troubling, rather than 'troublesome'. In these cases their behavior - such as hair pulling, rocking, inappropriate rages, inability to contain their tears over relatively small incidents - can point to mental distress. In these cases assessments are more typically carried out by trained professionals and appropriate clinical referrals made. However these severe cases are very much the minority and for most children help and support at an early stage from people who know that behavior is a message without words can make all the difference to not getting worse and needing professional intervention.
Using the strengths based approach is a very positive way forward for the majority of children who are just beginning to wobble. Using assessment tools that pick up on behavioral messages and give clues as to the positive meaning of these behaviors, rather than interpreting them as always being problematic, can give a child and a practitioner a new way of understanding themselves and their responses. In addition, recognising and playing to behavioral strengths rather than pinpointing 'needs' and only targeting them, can give a much needed breathing space to allow some maturation to take place. In many cases this maturation can sort out the 'need' without any other intervention being necessary.
If you want to know more about a strengths based and developmental approach to behaviour change and find out more about behavior assessments for children, young people or adults please visit behaviour assessment for children.
Ann Henshall is a psychologist and expert of the Psychology of Behaviour and Positive Attitude Change in children and staff groups. She works with a team of expert professionals in mental health and well being and spends many hours each week helping clients' develop, baseline, track, assess, evaluate and monitor their support for learning programmes and strengthen the organisation to promote well being. Find out more on behavior assessment for children and join the community of like minded people using strengths based approaches.
UNICEF: CRC @ 20: Minority children have rights
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Cross Cultural Roots of Minority Child Development b US $14.95
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Ethnic Minority Children Acquiring Literacy A Verhoeven Good Paperback US $94.44
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Minority and Mainstream Childrens Development and Academic Achievement An Alte US $4.99
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Chinese Minority peoples old hand embroidery Child hat US $30.00
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Cross cultural Roots of Minority Child Development by US $5.10
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An Unexpected Minority White Kids in an Urban School by Edward W Morris US $14.60
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