Decision Making	Lesson 2: Readings (4)	-

EBASS: Description and References [Online]

Available: http://lsi.ukans.edu/jg/ebassetl./htm

Abstracted by Krista Fritz Rogers

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EBASS - Ecobehavioral Assessment Software Systems - integrates three observational assessment instruments in a system that runs on portable, notebook computers. EBASS supports the collection and analysis of data using CISSAR, MS-CISSAR, and ESCAPE, three widely-used instruments. This document describes the carefully designed EBASS tutorial, system components and functionality, data collection strategies, and applications. In addition to a tutorial disk and data collection program disk, EBASS delivers with a practitioner's manual and videotape.

Tutorial. Self-directed instruction supports the user in learning assessment instrument taxonomy and event descriptions. Learning to use one of the three instruments typically takes two weeks. There are three levels of increasing difficulty; 90 percent accuracy defines mastery. The tutorial also includes a videotape-based calibration test for reliability (calibration tests the user's ability to code events accurately).

Data collection. The EBASS data component offers numerous tools: data collection (based on data entry checklists designed for each instrument, supplemented by text-based entry of user notes and commentary); data reliability function (when there is more than one observer); data analysis (for specific types of analyses and display); data export (so data collected in EBASS can be used in other applications, such as larger research and evaluation projects); and data management (such as backing up data sets or printing out raw data).

Strategies. All three instruments (CISSAR, MS-CISSAR, and ESCAPE) use momentary time sampling as the basis for recording events. Observers record events only at a specific point in time (they do not have to monitor events at start and stop times).

EBASS is not an assessment instrument authoring system. Users may not modify sampling methods, events, definitions, or timing patterns, although they may choose to downsize the standard taxonomy.

Using EBASS provides practitioners a method of direct observation with both breadth and depth. It has great potential to enhance instructional effectiveness in special education.

The paper concludes with a discussion of the ways EBASS has impacted decision-making related to special education, as well as future direction for upgrades to the EBASS software and efforts to further its adoption in school systems.