A behavioral method for the evaluation of children with learning disabilities is outlined within a four point assessment procedure: (a) baseline assessment, (b) assessment of behavioral components, (c) assessment based on referral, and (d) generalization of assessment. It is suggested that the reporting of behavioral information in a reliable, valid, and functional manner is of crucial importance. Only when assessment and subsequent remediation are based on direct and continuous observation of observable behavior can pupil and/or programing efficiency be accurately and immediately measured.
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