EEC483 Final
In your own words, describe the four design criteria that should be inherent in effective CBMs?
The first design criterion for effective curriculum-based measures states that the measures should be validated tests which are reliable enough that classroom teachers feel confident using the results to make decisions regarding the students' education. The second design criterion references the usability of curriculum-based measures stating that they should be easy for teachers to understand them, employ them, and teach others how to use them. The third design criterion references the results of the measures. The results of curriculum-based measures should be easy to understand and easily explained. The fourth design criterion states that, due to the fact that they are used multiple times within a single school year, curriculum-based measures should be inexpensive.
As outlined in IDEA 2004 regulations, who is mandated to take part in a comprehensive evaluation conducted by an IEP Team if the team has determined that the student needs further evaluation in speech, language, reading, and social/behavioral skills?
The following individuals must be included on the IEP team: the child's parents, general education teacher, special education teacher, supervisor of special education services, and someone who is able to interpret the instructional implications of evaluation results. In addition, the following can serve on the team: school psychologist, occupational therapist, physical therapist, behavioral consultant, school counselor, speech-language clinical, audiologist, physician's assistant, home-school coordinator, and school nurse.
Discuss the difference between testing and assessment.
The main difference is that assessment is a more broad term and testing is a specific form of assessment. The term assessment includes many forms of evaluating a student. The term testing refers to one method of evaluating a students' progress. An assessment could be formal, like a test, or it could be informal, like a teacher observing a students' behavior in the classroom. Both formal and informal assessments are utilized when determining the need for interventions for individual students.
Discuss the evaluation considerations when a student is being assessed for the use of assistive technology devices.
When assessing a student for the use of assistive technology, consider the student's general cognitive ability, method of mobility, motor needs, visual and auditory perceptual needs, accessibility needs, computer technology needs, communication needs, and any other area in which the child may require assistive technology. Of the considerations listed, the student's cognitive ability is one of the most important as this will help determine which techniques are developmentally appropriate. After the needs of the student are considered, the type of device and the environment it will be used in must also be considered.
Explain how a teacher knows when they should adjust instruction for a student.
A teacher can use aimlines and trendlines to know what an adjustment in instruction is needed for a student. After the aimline is constructed, a teacher can monitor progress by plotting data two times a week on the progress monitoring chart. When three or four consecutive data points fall below the aimline, instruction should be adjusted. If the student achieves higher than the aimline on three or four consecutive data points, start providing more challenging tasks. A trendline connects the median data points on the progress monitoring graph so instead of looking at individual data points the teacher is looking at the students overall progress so far. If the trendline falls below the aimline, instructional interventions and delivery methods should be adjusted.
Identify the four considerations that should be addressed during an ecological evaluation.
According to Messick, the four considerations that should be addressed during an ecological assessment are as follows: · Are the programs and assessments utilized by the school in question effective for the majority of the students in attendance? · Have the students been adequately taught the curriculum and has the teacher implemented the curriculum effectively? · Is there objective evidence to show that the student has not learned what was taught? · What interventions were or are currently being made in order to identify the problem and take corrective action?
Discuss the legal requirements when developing assessment plans for students who may be eligible for special education services and the steps professionals should take in developing an individualized assessment plan.
According to federal law, the measures used during the assessment process must be those specifically designed to assess the areas of concern. The instruments selected must also be valid for their intended purpose. The third aspect of the law mandates that a person who is administering a test must be someone who is properly trained to do so and they must use more than one instrument to determine if the student is eligible. A teacher develops an individual assessment plan for each student in order to meet the requirements of the law. The steps for preparing an assessment plan include (1) reviewing all screening information, (2) determining the areas that require further evaluation, (3) determining how the data will be collected, and (4) determining who will be administering the selected procedures.
Explain what is meant by the term "adaptive behavior" and provide specific examples.
Adaptive behavior is defined as how a student adapts to their environment. Adaptive behavior is age appropriate, meaning people gain more complex skills as they get older, and differs based on culture and the situation. An example of adaptive behavior is hygiene skills. A few more examples include avoiding danger, following rules, making friends, and taking responsibility.
Explain the importance of error analysis in your own words.
After the responses are scored, the examiner completes an error analysis. During the error analysis, a teacher looks at what the student got incorrect and attempts to determine the reason that an incorrect answer was given. The error analysis will help determine the future academic needs of the student. Determining these areas of need helps with formulating educational objectives, designing teaching strategies, and identifying skills that need to be monitored further in class.
Describe how an aimline would be constructed for a progress monitoring graph.
An aimline is constructed with a formula that uses the baseline, the weekly increase in number of words expected for the grade level, and the number of weeks of instruction following the baseline period. The weekly increase of words expected for the grade level is multiplied by the number of weeks of instruction following the baseline period then the baseline is added to the product. This formula will yield the aimline which is a number of words to be set as the goal. The aimline is constructed on a progress monitoring graph by drawing a line which begins at the baseline score and rises to the goal when the line reaches the number of weeks specified earlier.
Describe some similarities and differences between norm-referenced assessments and curriculum-based assessments.
Both forms of assessment are used to compare an individual students' performance to the performance of a group of students in order to determine if the student is performing at the same level as their peers or if the student is falling behind their peers. Norm-referenced tests are tests that are used to compare students to a national average or an expectancy level. When selected and administered properly, norm-referenced tests provide valid and reliable information about a students' performance. Curriculum-based measures also compare students against a standard of mastery but not a national level. In addition, curriculum-based measures may lack reliability and validity because they are not standardized. Curriculum-based measures are usually teacher-made and lack support from research. Norm-referenced tests, on the other hand, are standardized and heavily researched.
Discuss three considerations that should be addressed when determining which adaptive behavior scale to use with a student.
Examiners should consider the reliability and validity of the instrument. Evans and Bradley-Johnson caution examiners that many adaptive behavior scales have low reliability and validity so they should search for instruments backed by research. When selecting an adaptive behavior scale, the examiner should also consider the population used to norm the scale. The two aspects of the population that should be considered are the size of the sample of the population and the characteristics of the population. Some tests are normed with a population drawn only from special populations and some tests were normed with populations from both special and normal populations. The examiner should also consider the student's needs because different scales measure different behavior constructs.
Compare and contrast Section 504 and IDEA.
IDEA provides federal funding to states to assist in the education of individuals with disabilities and has substantive requirements attached to the funding. Section 504 is a civil rights law requiring reasonable accommodations to protect anyone with a disability from discrimination in programs and services that receive federal funding. IDEA serves only thirteen disability categories that adversely impact educational performance. Section 504 protects students in both general and special education programs have a physical or mental impairment that affects a major life activity, have a record of such an impairment, or are regarded as having such an impairment. IDEA requires consent, the use of a multidisciplinary team for decision-making, and evaluation and re-evaluation. Section 504 also requires evaluation and re-evaluation but only requires notice, not consent.
Identify some general considerations for placing a student into a general education environment who has been identified as having special needs.
Inclusion of students with disabilities in the general education classroom is based on several factors. One factor is whether a general education classroom setting will be equally supportive or better for the student than a special education classroom. Another factor is how the student will affect the classroom environment and the other students in the classroom. Another factor is the student's academic and nonacademic needs including social interaction. The effect on the teacher in regards to time and attention should also be considered.
Explain the process and purpose of Response to Intervention.
Interventions determined through assessment are modified based on what is best for helping the student make progress. Some students do not respond to interventions in the classroom and continue to have difficulties. The purpose of Response to Intervention is to administer further assessments and attempt to discover why the student is still struggling. This may result in referral for special education support due to learning or behavioral issues. With RTI in use, only about 3-5% of students require a full evaluation for possible special education services.
Mary is due for a re-evaluation to determine if she continues to require special education services. The team is recommending that, upon review of the existing data, that Mary is not in need of further testing. Mary's mother disagrees and would like additional testing completed, especially with regard to broad academic achievement gains. Explain the next steps of the process.
Mary's mother has a right to due process. She can seek an independent education evaluation. This is an evaluation administered by a qualified professional who is not affiliated with the local education agency. If the independent evaluation yields different results, then the school must pay for the evaluation. If the results differ, the school could initiate an impartial due process hearing. Mary's mother would be informed of her rights to obtain a lawyer and find professionals to testify to her standing before a qualified professional. If the hearing officer finds in favor of the school, the Mary's mother will have to pay for the evaluation. If the hearing officer finds in favor of Mary's mother, the school will pay for the evaluation.
Significant issues remain with providing appropriate services for families and students from culturally and linguistically diverse backgrounds. Identify at least two issues and describe how you would try to eliminate the problem.
One issue is the barriers that arise when dealing with culturally, linguistically, or environmentally diverse backgrounds. Our educational concepts may be different than the educational concepts they are used to so it will be important to make sure that everything is thoroughly explained. Also, understanding their culture and environment, even if only through research, can be extremely helpful in breaking down the barrier for communication and building a positive relationship so we could work together more effectively. Another issue is the terminology associated with special education and just education in general. Some of the terms used in the meetings may be unknown to parents and families so explaining these terms and putting statements regarding their child into simplest terms will be helpful to them. In both cases, encouraging them to ask questions is extremely important.
Discuss the possible ways in which IQ testing may be biased.
One problem with IQ testing is cultural bias. The content of intelligence tests is geared towards the population of students used to create the tests which causes issues for students from varying cultures. In addition, if the examiner is from a different culture than the examinee then they may possess bias towards the examinee. Along with cultural differences, difference in language can cause bias. The results could also be biased if the examiner is not familiar with the test.
What is the purpose of prereferral interventions?
Prereferral intervention strategies, also referred to as early intervening services, are methods used to modify student behaviors, the learning environment, and/or instructional strategies before a formal referral is made. The purpose of these interventions was to address bias in the referral process and decrease the rate of referrals and additional assessment. Preferral intervention strategies became a part of Response to Intervention and have been successful in improving the process for identifying students for special education services. These interventions are provided for children who are at risk for learning or behavioral problems in hopes of addressing individual student needs in the general education classroom as early as possible to prevent additional assessment for special education services.
Explain when a teacher might use a screening test.
Screening tests are brief tests that look at a range of content areas. Screening tests are very broad. They do not assess any single content area or skill in depth. If a teacher notices that a student is struggling, a screening test can help narrow down which content area is a weak area for the student. Additional tests can then be used to determine weaknesses in relation to specific skills in the content area.
Describe the philosophy of the Contemporary Model of Assessment.
The Contemporary Model of Assessment revolves around finding ways to keep students who have behavioral or academic challenges in the general education classroom as much as possible. This model is more of a problem solving model. The first priority of this model is finding a solution rather than jumping straight to determining eligibility and finding a special education placement. The team implements multiple methods of assessment and intervention then assesses if each intervention improved the students performance. A referral means a team is searching for assistance in determining an appropriate intervention meaning a referral does not necessarily mean interventions will include special education services.
Discuss the Three-Tier Model of Intervention.
The Three-Tier Model applies to both behavioral and academic interventions. In this model, students are monitored routinely through the use of state-mandated assessments, teacher-made tests, and work completed in the classroom as a general measure of academic performance. All students receive tier one preventative interventions meant to keep them from becoming at risk. If students perform considerably lower than their peers on the assessments then they are considered at risk for behavioral or academic problems and receive tier two interventions. If a student continues to struggle then the teacher may recommend that the student receive the individualized interventions included in the tier three category.
Discuss the three primary areas of potential impairment when assessing a student suspected of being autistic.
The first area of impairment is communication delay which means the child may have issues with speech and effective communication. The second area of impairment is difficulty interacting with people which means the child may lack the social skills expected of a child their age. The third area of impairment is patterns of unusual or repetitive behavior which refers to the tendency to repeatedly participate in purposeless tasks such as spinning a toy or lining up toys.
