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- Computer and information technology is increasingly useful in supporting data-based decision making.
- Measuring and calculating outcomes without technology consume a great deal of educators' time.
- Technology advances significantly reduce time requirements for collecting behavior data and analyzing results.
- All classroom behavioral observation instruments must address two fundamental issues: the target of the behavior and the context in which the behavior takes place.
- Behavioral and ecological assessments have high standards for reliability and validity.
- Behavioral assessments focus on recording specific behaviors of interest.
- Ecological assessments focus closely on the organization and structure of the environment.
- Ecobehavioral assessment combines behavioral and ecological assessment into a common coding taxonomy.
- The Mainstream Version of the Code for Instructional Structure and Student Academic Response (MS-CISSAR) breaks students' behavior into three subcategories: Active Academic Behaviors, Task Management Behaviors, and Competing, Inappropriate Behaviors.
- Classroom ecology information includes the setting, activity, task situation, physical arrangement, and instructional grouping.
- The Ecobehavioral Classroom Observation Systems Software (EBASS) supports ecobehavioral classroom observations.
- The EBASS software allows the user to save observation data and integrate that data into one of three forms of observation instruments.
- EBASS allows users to make several data analyses including comparing students' information and viewing trends over time.
- Students learn more during instruction that engages and encourages desired and expected academic and social behaviors.
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