DQ 1: What assessments can be used to assess problematic social behaviors of children? For at least one assessment, describe the age groups it is used with and what the results are intended to demonstrate. Should academic achievement and intelligence be formally assessed at the same time social behaviors are assessed? Why or why not?

DQ 2: Writing behavioral goals for students must be meaningful and teach the desired replacement behavior to help the student reduce misbehavior or disruptive behaviors.

Consider the following scenario:

Jimmy is a five-year-old student in a kindergarten class who has been diagnosed with ADHD. He is often impulsive and shouts out during instruction. When you, the special education teacher, is in the classroom he pulls on your shirt for attention, changes learning stations before time and without permission, and is often off task due to easily being distracted, forgetting that there are classroom rules in place. You have decided to write one measurable behavioral goal for Jimmy to help with classroom behavior. Justify how your goal will help him by including a desired replacement behavior in the goal.

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