Assessing Learners with Special Needs Chaps. 1-13
Direct Measurement 6-16
(informal assessment)
Interviews 6-21
(informal assessment)
problem-solving model 1-8
1)identify the problem 2) propose a hypothesis for intervention 3) measure the effectiveness of interventions in meeting students' needs: goal of IDEA 2004. It is the contemporary model of assessing students for Special Ed.
age of majority 12-4
18
Diana v. State Board of Ed. 10-7
1970 California agrees to test students in native language and include provisions for mexican culture (IQ testing)
PASE v. Hannon 10-7
1980 Did not throw out test, and found that district was using additional criteria to ID students for SPED (placement testing)
Lora V New York City Board of Ed 10-7
1984 ED diagnosis must be multi-dimensional
Larry P v. Riles 10-7
1984 STOPPED standardized but invalid IQ tests used to put black children in segregated SPED classes (IQ testing)
Bias (reducing) 5-12
8 points -- see slide
Norm group 5-3
A group of diverse students which is used to set the average, is representational of the group that will be tested, of similar age, background or grade of the group to be tested
Autism Spectrum Disorder 11-21 through 24
A group of pervasive disorders that are characterized by significant difficulties in capacity for social reciprocity, communication delays, and repetitive behavior patterns. (see slides)
Test, testing 1-2
A method to determine a students ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content
field test 5-2
A sample test that is given as part of the construction of developmental versions of Norm-Referenced tests
T-score 3-21 See HANDOUT
A score with an average of 50 and an deviation of 10 (standard)
self-determination 12-7
Ability to make one's needs known and to advocate for oneself
Howard Gardner 10-8 page 215
Alternative view of intelligence assessment. 7 intelligence. Linguistic, Logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal and intrapersonal. Added 8th, naturalistic intelligence
Functional Behavioral Analysis 9-9 through 12
An analysis of the exploration of behaviors that occur when variables such as antecedents or consequences are manipulated
Recording, types of 9-15-18
Anecdotal (abc), event or frequency, time sampling, interval, duration, latency, interresponse
ABC 9-15
Antecedent, behavior, consequence (behaviorial/gathered via anecdotal recording
Assistive Technology 11-25
Any device a student requires to function within the academic environment (see slide)
ADD 2-15
Attention Deficit Disorder -- not a category under IDEA. If they are diagnosed they typically recieve services under one of these: Learning Disability, Behavior Disabilty, OHI. May qualify for 504 if not SPED. Students with ADD must undergo a comprehensive eval by multt-disciplinary team to determine eligibility.
Achenbach System of Empirically Based Behavior Assessment 9-22
Behavior rating scale
discrepancy analysis 7-8,
Comparison of student's intellectual ability and academic achievement
Mean Difference 3-17
Cultural or lingustically diverse groups many have a different mean score that reported for the population, when this happens it is a mean difference
Eligibility 2-18
Decisions based on data parents are active participants If student is eligible, team decides on services Cannot be excluded because of lack of appropriate instruction in reading, math or limited English proficiency
NonVerbal intelligence Tests 10-13
Differential Ability Scales 2nd ed Universal Nonverbal Intelligence Test Comprehensive Test of nonverbal intelligence Test of nonverbal intelligence 3rd ed Wechsler nonverbal scale of Ability
Interpolating Data 5-4
Divide existing data into smaller units to establish developmental scores -- ex: 7-2 (yrs./mos)
Public law 94-142 1-8 and 4-2
Education for All handicapped Children Act of 1975: guarantees the right to a free and appropriate education in the least restrictive environment renamed IDEA in 1990
Public Law 94-142 11-2
Education for all Handicapped Children Act of 1975; guarantees the right to a free and appropriate education in the least restrictive environment; renamed IDEA in 1990
supported employment 12-8
Employing a person with a disability; the arrangement is for at least minimum wage and may include a job coach or other supports.
Informal Assessment 6-21
Error Analysis Task Analysis Direct Measurement CBA Criterion-Related assessment Checklists Questionnaires Student work Samples Permanent Products Interviews
Error Analysis 6-18
Error analysis is an assessment method that focuses on discovering patterns of errors. (informal assessment)
Parent Participation 2-19
Every effort to accommodate parents *Required to participate in IEP *May submit documents to process or IEP *Must be given copies of all reports, docs of eligibility *Must give consent to have IEP amended
Outliers 3-12
Extreme scores when calulating
Individuals with Disabilities Education Act 2-5
Federal law mandating education of all students with disabilities
Fluency 6-5 (to assess) 7,8
Fluency probes: grade level reading passages read orally for one minute Metrics: Number of words read correctly per minute (WCPM) Accuracy rate (%) Prosody (rubric)
median 3-9
Found by rank ordering data set, writing down how many times each occurs, count halfway down the list, the "middle" score is the median
Biological Risk Factors 11-3
Health factors such as birth trauma that places a child at risk for developmental delay
LD Evaluation 2-14
IDEA 2004 changed from wait and fail to Early intervention, Use of research-based practices, RTI and no severe descrepancy. via the contemporary assessment model.
Public Law 99-457 11-2
IDEA amendments that extend services for special needs children through infancy and preschool years; this law mandates services for children ages 3-5 with disabilities
Kaufman Brief Intelligence Test 10-12
IQ test
Stanford Binet V Intelligence Scales 10-12
IQ test
Woodcock Johnson IV test of cognitive abilities 10-12
IQ test
Kaufman Assessment Battery for Children 2nd 10-12
IQ test for children
IFSP 11- 4 through 8
Individual Family Service Plan required by PL99-457 that includes the related needs of the family and the child with disabilities; plan designed for children ages 3 and younger that addresses the child's strengths and weaknesses as well as the family's needs
diagnostic tests 8-12 through 18
Individually administered tests designed to determine specific academic skills and are used to obtain further information about a student's performance.
adaptive behavior scales 10-14,15, 16, 17
Instruments that assess a student's ability to adapt to different situation
Task Analysis 6-18
Involves breaking down a task into the smallest steps necessary to complete the task. The steps reflect subskills, or subtasks, which the student must complete before finishing the task. Used to determine which prerequisite skills are not mastered. (informal assessment)
CBM Research 6-14
It works! See checklist on slide
Diagnostic Tests (Academic) 8- (all)
Key Math 3, Test of Mathematical Abilities 2, Woodcock-Johnson IV Diagnostic Reading Battery, Process assessment of the Learner: Test Battery for reading and writing Gray Oral Reading test 5 Test of Reading Comprehension - 3 Test of Written Comprehension - 4 Test of Written Spelling - 4 (spelling test)
Negatively skewed 3-18
Large numbers of scores fall above the mean
Positively skewed 3-18
Large numbers of scores fall below the mean
Basals 5-8,9
Level at which student can answer all easier questioni
Comprehension 6-5 (to assess)
Mase: Students are given a passage that contains missing words. Students select from 3 choices
Baseline 6-7
Median score of 3 tests
MA 10-3
Mental age determined by formula: MA / Chronological Age CA x 100
Tukey Method 6-8
Method for trending. Divide data points into thirds. Find the median for the first and third groups, the plot and connect
progress monitoring 7-2
Monitoring all students to determine that they are making progress through the curriculum as expected
norm-referenced score 5
National sample of student same age and grade who attempted a test
content validity 4-17
Occurs when the items contained within the tests are representative of the content purported to be measured PROBLEM: Teachers often generalize and assume the test cover more than it does (WRAT-3 only covers word recognition, not phonemic awareness, phonics, vocab or reading comprehension Some of the variables of content validity may influence the manner in which results are obtained and can contribute to bias including PRESENTATION FORMAT: the method by which items are presented RESPONSE MODE: The method for the examinee to answer items
Student Work Samples 6-21
One type of permanent product, student work (informal)
Nonverbal diagnostic language tests 8-23
Peabody Picture Vocabulary Test 4 Expressive Vocabulary Test 2 Test of Language Development Primary 4th ed Test of Language Development Intermediate 3rd ed
Trendline 6-8
Plot data 1 or 2x/week. If student falls below aimline on 3 to4 consecutive measures, adjust instruction -- Trend line shows average performance
Contemporary Assessment Model 6-2, 1-8
Prevention and early intervention strategies Prevent students from falling behind peers Closely monitor student performance and implement alternative strategies to meet needs
Manifest Determination see handout
Procedure to separate misbehavior from the disability
Permanent Products 6-21
Product made by the student that may be analyzed for academic or behavioral interventions
Questionnaires 6-21 and 9-21, 24
Questions about a students behavior or academic concerns that may be answered by the student, parent or teacher. (informal assessment)
frequency distribution 3-10
Rank scores highest to lowest. Tally how many of each score was obtained.
Ceilings 5-8,9
Represent a level at which more difficult questions will not be passed
Transition Services 2-23
Required in IEP of 16 or older Younger if state law requires it Transition assessments and measurable goals must be included At age of majority (18) students with disabilities become responsible forIEPs
mode 3-10
Score that occurs the most times
Test Forma Construct Errors 6-20
See chart
National Centers of Educational outcomes 5-16
See core principles on slide
IRI (Informal Reading Inventories) 6-23 Gudlines for choosing
See slide
Teacher-made Criterion Referenced Test 6-16, 17, 19 (how to develop, criterion, problems)
See slide
IQ testing issues 10-5 and 6
See slide 10-5
Universal Design of Assessments 5-20
See slide with principles
normal distribution 3-16
Standard deviations are like the bell curve. Mean Median and mode are equal
problem solving model 7-10
Strategies for intervention that identify the problem, propose a hypothesis for intervention, and measure the effectiveness of interventions in meeting students' needs
arena assessment 11 -17
Technique that places the child and facilitator in the center of a multidisciplinary team during evaluation
Negative Discriminators see handout
Test question that low-scorers get correct because of factors unrelated to the content.
probes 7-
Tests used for in-depth assessment of the mastery of a specific skill or subskill
RTI 7 (all)
The application of learning or behaviorial interventions and measurement of students' responses to such interventions
clinical judgement 1-6
The following disabilities require subjective "clinical judgement" for diagnosis: Learning Disabilites, Mild Mental Retardation, Emotional Disturbance
Protocol 5-10
The form used for test scoring
Grade Equivalent score 5-14
The grade of the student in the norm sample who, on average, got the same score.
Response to intervention (RTI) 1-3
The process of applying learning of behavioral interventions and measurement of students responses to such interventions 3-5%
cut-off point 7-pg. 148 slide 18
This is a score or number that the student must reach in order for the determination to be made that progress is being made as a result of intervention
Carroll page 10-8 215
Three stratums of intelligence. (see slide)
Three Tier Model of Intervention 1-11
Tier 1: OK 90% Tier 2: At risk need remediation or intervention 5-10% Tier 3: Intensive intervention with Teacher Assistance Teams designed for the difficulty 1-5%
Individual Assessment Plan 1-18
To prepare one: REview screening information, Determine which areas need further eval, determine specific data collection procedures, which assessment and who will give.
Scaled Score 5-14
Type of derived score, divide the distribution into 19 segments with a standard deviation of 3
written language 8-8
Understanding language concepts and using them in writing.
criterion-related assessment 6-15,16,17
Use of an assessment instrument in which items are related to meeting objectives or standards or criterion (informal assessment) *Objective in curriculum *IEP criterion Publisher criterion (ex: Brigance) *May be teacher made (see slide chap 6 p4)
Aimline 6-7
Use table to determine reasonable increase per week, multiply weekly growth by number of weeks of instruction to follow
Developmental Delay, at risk for 11-3
When a child is believed at risk for delay in one or more areas if an intervention is not provided
Section 504 of the rehabilitation act 2-17
a civil rights law that includes protection from discrimination and that provides for reasonable accommodations
concurrent validity
a comparison of one instrument with another within a short period of time
comprehensive educational evaluation 1-19 and 2 -6
a complete assessment in all areas of suspected disability -- battery of tests (standardized and norm-referenced)
initial evaluation 2-6,7,8
a comprehensive evaluation that must be conducted before a student receives special education services
eligibility meeting 1-19, 2-18
a conference held after a perplacement evaluation to determine if a student is eligible for services
bimodal distribution 3 - 10
a distribution that has two most frequently occurring scores (2 modes)
Kuder-Richardson 20 4-9
a formula used to check consistency across items of an instrument with right/wrong responses (measures internal consistency -- reliability)
coefficient alpha 4 -9
a formula used to check consistency across terms of an instrument with responses with varying credit -- internal consistency measurement (Reliability)
intelligence 10-2
a general concept of an individual's ability to function effectively within various settings; usually assessed by intelligence tests
frequency polygon 3-10
a graphic representation of how often each score occurs in a set of data
Reliability coeffecient 4-11
a group statistic hinges on the makeup of the group
impartial due process hearing 1-25
a hearing by an impartial officer that is held to resolve differences between a school and parents of a student with disabilities
item pool 5-2
a large collection of test items thought to effectively represent a particular domain or content area
reliable change index 7-15
a measure of change that divides the difference between the baseline score and post-intervention score by the standard error of difference.
percent change 7-13
a measure of change that subtracts the mean intervention score from the mean baseline score and divides this by the mean baseline score
percent of nonoverlapping data points 7-16
a measure of change that uses only the data points above the highest baseline point
predictive validity 4-16, 19
a measure of how well an instrument can predict performance on some other variable
maze 10 page 228
a measure of reading comprehension that requires the student to supply a missing word in a passage
estimated true score
a method of calculating the amount of error correlated with the distance of the score from the mean of the group
split-half reliability 4-9
a method of checking the consistency across items by half in a test and administering two half-forms of the same test. Does not show reliability of whole test, is an internal consistency measurement (reliability)
stanines 3-21
a method of reporting scores that divide data into 9 groups with scores reported as I through 9 with a mean of 5 (derived score)
Functional Behavorial Assessment (FBA) 9-9 through 12
a multicomponent assessment to determine the purpose of target behaviors FBA Requirements: 9-10 FBA Types of Observation 9-11 FBA Types of assessment 9-12
Individual family service plan (IFSP) 1-19
a plan designed for children ages 3 and younger that addresses the child's strength and weaknesses as well as the family's needs
alternative plan
a plan designed for education intervention when a student has been found not eligible for special education services
Behaviorial Intervention Plan (BIP) 9-7,8
a plan designed to increase positive behaviors and decrease negative behaviors before they become problematic
individual assessment plan 1-17
a plan that lists the specific tests and procedures to be used for a student who has been screened and needs further assessment. Includes Documentation of Scores, proof of validity and designed to assess areas of concern, given by trained professional, more than one assessment must be used, follow SEPT standards. (see screenings)
screening 1-18
a review of records of a students school achievement to determine what interventions or additional assessments are needed *Determine what areas need more eval *Determine data collection procedures *Decide on which assessment and who will provide
interval scale 3-6
a scale that uses numbers for ranking in which numerical units are equidistant (temperature) -- cant use for other math operations
sample
a small group of people thought to represent the population for whom the test was designed
setting event 9-14 page 192 in book
a specific event that occurs before the target behavior but is removed from the actual environment in which the behavior occurs
Pearson's r 4-6, 11
a statistical formula for determining strength and direction of correlations. Measures reliability with interval or ratio data (derived)
correlation 4 3 (plus handout)
a statistical method of observing the degree of relationship between two sets of data on two variables *Two administrators of the same test *Administration of equivelant forms CORRELATION COEFFECIENT RANGES: +1.0 to -1.0 *Perfect Positive Correlation = +1.0/Perfect Negative = -1.0?/No correlation = 0. NUMBERS CLOSER TO + and - 1.00 represent stronger relationships (the greater the degree of the relationship, the more reliable) Closer to =1.00 equals stronger relationship (chap 4 slide 5)
apperception test 9-28
a student's feeling about what she perceives to be happening in a picture or other stimulus; influenced by personal experiences (behavioral/projective assessment -- subjective)
normal distribution 3-8
a symmetrical distribution with a single numerical representation for the mean, medium, and mode IQ tests
teacher assistance team
a team of various professionals who assist the teacher in designing interventions for students who are not making academic progress
standard deviation (SD) 3-15,16
a unit of measurement that represents the typical amount that a score can be expected to day from the mean in a given set of data *2 SD below the mean = Intellectual Disability *2 SD above the mean = gifted *68% of all scores fall within one SD above or below Mean
Kaufman (KETA) 8-8 through 10
academic
Peabody Individual Achievement 8-7
academic
Woodcock-Johnson 8 through 8
academic
Wechsler Individual Achievement Test III 8-11
academic -- looking for LD
high-stakes testing 5-17,18,19
accountability assessment of state or district standards, which may be used for funding or accreditation decisions
cross-battery assessment 10 page 216 in book
administering subtests from two or more test to determine if a weakness exists in a particular skill or ability (intelligence testing)
age equivalent
age score assigned to a mean raw score of a group during the norming process (derived score)
transition assessment 12-5 and 7
age-appropriate assessment of academics, functional skills, and independent living (see slide for details)
domain
an area of cognitive development or ability thought to be evidenced by certain behaviors or skills
antecedent 9-14
an event that occurs prior to the target behavior and increases or decreases the probability of the target behavior
visual inspection 7-19
an examination of data graphs or other data that indicates consistent change
replacement behaviors 9-8
appropriate behaviors that are incompatible with the negative behaviors they replace
dynamic assessment 1 -13, 10-8
assessment in which the examiner prompts of interacts with the student to determine the student's POTENTIAL to learn a skill
universal screening 7-2
assessment of all general ed students to determine if any are at risk or are below the level of expected performance for their grade
performance assessment 1-13
assessment that utilizes a student-created product as a demonstration of knowledge
alternative assessments
assessments hat are appropriate for students with disabilities and that are designed to measure their progress in the general curriculum
mean 3-12, 17
average score can be swayed by outliers
Behavior Assessment System for children 9-22
behavior rating scale
Conners Rating Scales 9-23
behavior rating scale multidemensional, asesses adhd and other disorders
Behavior Rating profile 9-23
behavior rating scale which includes perceptions and feelings
postsecondary goals 12-4
carefully designed goals driven by assessments and linked to positive postsecondary results
validity of test use 3-19 see handout?
check this: may be a valid test, used incorrectly, bias, descrimination, etc.
interindividual interpretation 12-6 and 8
comparing a student to a peer norm group
intraindividual interpretation 12-6 and 8
comparing a student with his or her own performance
independent educational evaluation
comprehensive evaluation provided by a qualified independent evaluator
disproportionality 1-20
condition that exists when students of a specific ethnic group are at risk for over identification or are at rush for underrepresentation in special education. Strategies to reduce: *Make sure staff understands *Differentiation has been tried *Involve family *Use good tests/testers *Have standards for IEP exit plan
equivalent forms reliability 4-8
consistency of a test to measure some domain, traits, or skill using like forms of the same instrument. Items are matched for difficulty. Advantage: Two test of the same difficulty level that can be administered within a short time frame without the influence of practice effects.
z scores 3-20
derived scores that are expressed in standard deviation units (a derived score)
standard scores
derived scores that represent equal units: also know as linear scores. scores calculated during the norming process of a test that follow normal distribution theory.
skewed 3-18
describes a distribution that has either more positively distributed scores or more negatively distributed scores
variability 3-13
describes how scores are set apart
variance 3-14
describes the total amount that a group of scores varies in a set of data (steps to calculating on slide)
environmental risk factors 11-3
environmental influences such as the mother's young age that place a child at risk for developmental disabilities
alternate forms reliability 8-
equivelent forms reliability
portfolio assessment 1-13
evaluating student progress, strengths and weaknesses using a collection of different measurements and work samples
establishing operation 9-14
events occuring before the target behavior that alter the receptivity of the consequence and increase or decrease the probability of occurrence of the target behavior
re-evaluations 13-12
every 3 years. see slide
early intervening services 1-10
evidence based methods for addressing needs of students at risk for learning or behavioral disabilities or students who have exited from such services -- Address student needs within the general education classroom and prevent additional assessment EMPHASIS K-3
nondiscriminatory assessment/evaluation 2-10,11,12
fair and objective testing practices for students from all cultural and linguistic backgrounds
IDEA regulations
governing document that explains IDEA in operational terms
grade equivalent
grade score assigned to a mean raw score of a groups during the norming process
Scattergrams 4-4
graphic representation of data
sociograms 9-25 pg 204
graphic representations of the social dynamics within a group
overidentification 1
identification of students who seem to be eligible for special education services but who actually are not disabled
IDEA 2-3,4,5
individuals with Disabilities Education Act. passed in 1990
observations 11-17
informal assessment of activities, language and interactions in various settings
play evaluations 11-17
informal observational assessment in a natural play environment
receptive language 8-22
inner language concepts applied to what is heard
Adaptive behavior scales 10-16
instruments that assess a student's ability to function in various environments Vineland Adaptive Behavior 2nd ed AAMR Adaptive Behavior Scale 2nd ed Adaptive Behavior Assessment System
ecobehaviorial interviews 11-17
interviews of parents and teachers that assess behavior in different settings and routines
IDEA 2004 2-3,4,5
law that reauthorized and improved the 1997 individuals with disabilities education act -- brought law into compliance with NCLB2002
checklists 6 - 21
lists of skills developmentally sequenced and used to monitor student progress (informal assessment)
annual goals
long term goals for educational intervention
individualized education program 2-16, 17, 18, 19, 20, 21, 22
mandated by IDEA; designed to meet the educational needs of one child; includes what teachers and staff will do to help the child learn better. Must include: *Present level of academic and functional performance including grade equivalents, age equivalents, standard scores, CBAs, CBMs, classroom behavior. *Measurable long-term, annual goals: how progress will be measured, if alternative assessments, a description of benchmarks and short term objectives *Describe and educational program and strategies that are research-based. *Must focus on least restrictive environment *A statement of how the disability affect their progress in gen ed *An explanation of the extent to which the child will not participate with non-disabled children *Statement of participation in state-wide assessments/rationale if not participating and description of accommodations or alternatives *Projected date for the beginning of service, modification, frequency, location and duration of services and modifications
ecological assessment 1-15,16 and 9-26
method of assessing a student's total environment to determine factors that might be contributing to learning or behavioral problems *physical environment *class behavior structure *Teacher instructional behavior *Teacher/student interaction *Academic structure *Extended learning experiences
environmental assessment 1-15
method of assessing the student's classroom environment
prereferral intervention strategies 1-7
methods used by teachers and other team members to observe and modify student behaviors, learning environment, and/or teaching methods before making a formal referral
accommodations 8
necessary changes in format, response mode, setting,or scheduling that will enable a student with one or more disabilities to complete the general curriculum or test
Maladaptive behavior 10-17
negative behavior see slide
informal assessment 6-21
non standardized methods of evaluating progress, such as interviews, observations, and teacher-made tests. *Error analysis *Direct Measurement *CBA Criterion-related assessment *Checklists *Questionnaires *Student work samples *Permanent products *Interviews
ordinal scale 3-5
numerical scale in which numbers are used for ranking (1st 2nd 3rd), numbers are NOT equidistant
nominal scale 3-5
numerical scale that uses numbers for the purpose of identification (student ID # or # on racers shirt in a race) Can't be used in mathematical equations, least useful scale
ratio scale 3-6
numerical scale with the quality of equidistant units and absolute zero, CAN be used in mathematical operations and used for direct comparison
behaviorally stated short term objectives 13-11
observable, measurable objectives that provide evidence of a student's progress toward annual goals.
latency recording 9-18
observations involving the amount of time that elapses from the presentation of a stimuli until the response occurs.
anectdotal recording 9-11, 15
observations of behavior in which the teacher notes all behaviors and interactions that occur during a given period of time
Direct Observation 9-11, 13, 14
observations of student behaviors in the environment in which it occurs
duration recording 9-18
observations that involve the length of time a behavior occurs
innate potential 10-5
one's ability from birth
formative assessment
ongoing assessment that is completed during the acquisition of a skill
compliance
operating within the federal regulations
informed consent 2-7
parents are informed of rights in the native language and agree in writing to procedures for the child, consent may be revoked at any time.
phonemic awareness 11-19 and 20
perception of individual sounds that make up words Tests used: Test of Phonemic Awareness Woodcock Reading Mastery Test -R Developmental Indicators for the Assessment of Learning 3rd Kaufman Brief survey of early academic and Language skills Woodcock Johnson IV test of achievement (Subtests) Wechsler Individual Achievement Test III (test items)
surrogate parent 2-7
person appointed by the court system to be legally responsible for a child's education
impartial hearing officer 1-26
person qualified to hear disputes between schools and parents: this person is not an employee of LEA
transition planning 12-6
planning for student's postsecondary needs and goals. includes student focused planning, family involvement, student development, program structure and interagency collaboration.
sequential processing 10- page 223
presenting one stimulus at a time so that it is processed in sequence and linked to a previous stimulus.
simultaneous processing 10 page 223
presenting stimuli at the same time to be processed and integrated
schoolwide positive behavioral support pg 189 in book
proactive strategies defined by school staff and based on behavioral principles
mediation 2-27
process of settling dispute between parents and schools without a full thirds party hearing: *LEA provide mediation at no cost *Mediation is voluntary for school and parents *Mediation cannot be used by a local agency to delay parental rights to a hearing or to deny rights provided in regulations *Mediation to be conducted by qualified and impartial trained mediators
Standards for Educational and Psychological Testing
professional and ethical standards that suggest minimum criteria for assessing students
family-centered program 11-8
program in which assessment and goals are driven by the family's needs and priorities
family-focus program 11-8
program in which the family's needs are considered, but goals and plans are reached through mutual agreement between the family and educational professionals
procedural safeguards 2-9
provisions of IDEA designed to protect students and parents in the special education process including: *Information on initial evaluation *Requirements of prior notice before action can be taken *Information on parental informed consent *How to obtain student records and who has access to records *The process to follow when parents have complaints *The methods of resolution to resolve complaints *parent rights booklets MUST RECEIVE ONCE PER YEAR
situational questions 11-17
questionnaire that assesses the child's behavior in various situation
event recording 9-16
recording the frequency of a target behavior
frequency counting 9-16
same as event recording
interval recording 9-17
sampling a behavior intermittently for very brief periods of time, used to observe frequently occuring behaviors
standard scores
scores calculated during the norming process of a test that follow normal distribution theory
derived scores 5-13,14
scores obtained by using a raw score and expectancy tables (informal assessment) *T-Score *Z-Score *Stanine Score *Scaled Score *Percentile Rank *Age Equivelent *Grade Equivelent (chapter 5 slides 13 and 14)
percentile ranks 5-14
scores that express the percentage of students who scored as well as or lower than a given students score
Recommended weekly growth 6-6, (reading)
see chart
ADD, computerized assessment 9-29
see slide
Emotional disturbance (ED) 9-30
see slide
IQ testing bias 10-6
see slide
Performance Assessment vs. Authentic Assessment 6-26
see slide
Portfolio Assessment 6-28,29
see slide
Writing Educational Objectives 13-11
see slide
Writing, Informal Assessment 6-25
see slide
transition services 12-8
see slide
Wechsler Intelligence Scale for Children V 10-11
see slide (IQ)
Adaptive Behavior Info 10-14 through 18
see slides
Autism Spectrum Assessments 11-22 through 24
see slides
Infants 11-10 through 12 (assessment of)
see slides
Math 6-12,13
see slides
Reading 6-5,6,7,8,9, Assessment: 22
see slides
Spelling 6-10, 11, 24
see slides
Toddlers and young children 11-13 through 16 (assessment of)
see slides
intelligence quotient (IQ) 10-3 through 6
see slides
transition services 2-23
services designed to help students make the transition from high school to the postsecondary education or work environment
special education services 2-
services no provided by regular education but necessary to enable an individual with disabilities to achieve in school
related services 2-18
services related to special education but not part of the educational setting, such as transportation and therapies
curriculum-based measurement 1&6-3,4, et al
sometimes referred to as DIRECT MEASUREMENT. frequent measurement comparing students actual progress with an expected rate of progress (informal/formative assessment) -- SEE CHAP 6 all
target behaviors 9-9, 14
specific behaviors that require intervention by the teacher to promote optimal academic or social learning
long-term goals 13-11
statement of anticipated progress that a student will make in 1 year upon which short-term objectives and benchmarks are based
criterion-related validity 4-16
statistical method of comparison an instruments ability to measure a skill trait or domain with an existing instrument or other criterion *Concurrent validity *Predictive validity (chap 4 slide 14)
measures of central tendency 3-8
statistical methods for observing how data cluster around the mean, use caution if scores are widely scattered
measures of dispersion 3-13
statistical methods for observing how data spread from the mean
descriptive statistics 3 - 7
statistics use to organize and describe data -- large sets of data are used to see how students the same age or grade perform for comparison
sentence completion tests 9-28
stems of sentences that the student completes, analyze for themes. (Behavorial/projective assessment)
interactive strategies 11-17
strategies used by the examiner to encourage the child to use communication to solve problems
test-retest reliability 4-7
study that employs the readministration of a single instrument to check for consistency across short -- measures internal consistency for reliability
Universal NIT tests 10- page 228
subtests include: Symbolic memory, spatial memory, object memory, cube design, analogic reasoning, mazes
alternate forms reliability
synony mouse term for equivalent forms reliability
projective techniques 9-27 and 28
techniques used to analysis a student feeling by what the student projects into the story card or other stimulus. (Subjective) EX: Sentence completion, darwing, apperception
aptitude test 8-2
test used to measure strength, talent, or ablility in a particular area or domain
criterion-referenced tests 1
tests designed to accompany and measure a set of criteria or skill mastery criteria
norm-referenced tests 5-3
tests designed to compare individual students with national averages or norms of expectancy
standardized tests
tests developed with specific standard administration, scoring, and interpretation procedures that must be followed precisely to obtain optimum results
drawing test 9-28
tests in which student draws figures, houses, trees or families; scored developmentally and projectively (behavorial/projective assessment -- subjective)
achievement tests 8-3
tests used to measure academic progress -- what the student has retained from instruction
construct validity 4-18
the ability of an instrument to measure psychological constructs including psychological traits, psychological concept, attribute or theoretical characteristic. Types of studies include: *Developmental changes *Correlations with other tests *Factor Analysis *Internal consistency *Convergent and discriminate validation *Experimental Interventions
absolute change 7-14
the amount of difference between a baseline point and the final intervention point
standard error of measurement (SEM) 4-12,13,14 HANDOUT!
the amount of error determined to exist using a specific instrument, calculated using the instruments standard deviation and reliability
interresponse time 9-11, 18
the amount of time between target behaviors
phonemic synthesis
the blending of isolated sounds into whole words
phonemic analysis 8-8
the breaking up of words into isolated sounds
interrater reliability 4-10
the consistency of a test to measure a skill trait or domain across examiners -- important on subjective scoring tests
internal consistency 4-8,9
the consistency of the items on an instrument to measure a skill, traits or domain: Test-Retest, Equivalent Forms, Split=Half, Kuder Richardson, Coeffecient Alpah
adequate yearly progress
the criterion set for schools based on high-stakes testing results
reliability 4-11
the dependability or consistency of an instrument across time or items (and scorers). Rscores .60 is adequate, .80 is very good (preferred)
range 3-13
the distance between the highest and lowest scores in a data set, calculated by subtracting the lowest score from the highest
least restrictive environment 2-21
the educational environment determined to be most like that of typically developing students
developmental version 5 -2
the experimental edition of a test that is filed tested and revised before publication
correlation coefficient
the expression of relationship between two variables
raw score 3-4
the first score obtained in testing. usually represents the number of items correct
baseline 7-
the frequency, duration, or latency of a behavior determined before behaviorial intervention
environmental influence 10-5
the impact of the environment on the student's learning ability
acculturation 10-5
the influence of one's culture on another culture
functional assessment interviews 9-12
the interview component of the FBA that provides information about possible purposes of target behavior
benchmarks 7-
the major markers that provide evidence of a student's progress toward annual goals
presentation format 4-17
the method by which items of an instrument are presented to a student, goes to content validity
response mode 4-17
the method required for the examinee to answer items of an instrument
oral reading fluency 8-18
the number of words a student is able to read aloud in a specific time
obtained score 4-13?
the observed score of a student on a particular test on a given day
overrepresentation 1-5
the percentage of students of a culturally different group is greater than the percentage of individuals of that group in the LEA
assessment 1-2
the process of gathering information from many formal and informal methods to monitor progress and make educational decisions if necessary
validity 4-16
the quality of a test; the degree to which an instrument measures what it was designed to measure. Criterion-related validity: comparing scores with other criteria known to be indicatiors of the same trait or skill; Concurrent Validity: Two test given in short time -- if scores are similar tests are measuring same trait; Predictive Validity: Measures how well a test can predict performance on some other variable.
confidence interval 4-13
the range of scores for an obtained score determined by adding and subtracting standard error of measurement units
protocol 7-10
the response sheet or record form used by the examiner to record students' answers
due process 2-25, 26
the right to a hearing to settle disputes, a protection for children with disabilities and their families
true score 4-15
the students actual score
individualized education program team 2-16
the team specified in IDEA amendments: *Parents *Regular Ed teacher *Special Ed teacher *Representative of the school district (LEA) *Someone to interpret eval results *Other indviduals with knowledge of the child *The child when appropriate
multimodal distribution 3-10
three of more modes in the data
curriculum-based assessment 6-3,4,5,14(research)
use of content from the currently used curriculum to assess student progress -- informal assessment dont confuse with CBM See chap 6
parents rights booklet 2-9
used to convey rights and procedural safeguards to parents
error analysis 6-18
using a students errors to analyze specific learning problems
Developmental Delay 11-3
when an infant or child experiences a delay in physical, cognitive, communicative, social, emotional or adaptive development
time sampling
when the behavorial observation samples behavior throughout the day or class period
minority overrepresentation 2-28
when the percentage of a culturally different group is greater in special education classes than in the LEA
consent form 1
written permission form that grants permission for evaluation or placement
