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Assessment and the Assessment and the Educational SettingEducational SettingAssessment and the Assessment and the Educational SettingEducational Setting
Becky Yates, Ph.D, CCC-SLPBecky Yates, Ph.D, CCC-SLP
University of North TexasUniversity of North Texas
Lecture objectives:Assessment procedures• Dynamic Assessment• Portfolio AssessmentSchool Specific• Response to Intervention• Cross Battery Assessment
• Does the child have a speech/language disorder, delay or difference?
• Eligibility• Does the child need intervention?• What treatment goals to address?
Purpose of A Comprehensive Assessment
What answers are you seeking?
• WNL, delayed, disordered or difference• Etiology
– How the client’s brain works– Impact on academics and/or function
• Recommendations– Classroom or job accommodations– Therapy intervention– Referral to other professionals
• Goals – What does the client need for graduation or
vocation?
• Will it provide answer to assessment questions?
• Age appropriate• Administration and analysis time
Assessment Battery Selection - Considerations
• Case History• Standardized/norm-referenced assessments• Criterion referenced assessments• Address these areas:
– Phonology– Language– Voice/resonance/quality– Fluency– Oral structures– Hearing– Test behaviors
All Comprehensive Assessments
Considerations
• Determine assessment approach based on client’s level of functioning, rather than chronological age.
Standard Scores• LA
– Language age
• MA– Mental age
• CA– Chronological age
• IQ– Intelligence quotient
Norm-referenced Standardized Tests
• Compares performance to a standard or norm
• Often uses statistical principals for comparison (normal distribution)
• Helps clinician’s determine how an individual’s performance compares to expected performance in order to determine if a problem is present
• Standardized administration procedures and normative data
• ExamplesCELF4
Standardized/normed Screening Measures
Standardized Tests• Many states require the student
performs below designated level on standardized measure to qualify for special education/SLP services
• Texas: 1.25 – 1.5 SD below mean plus other measures (criterion/discourse)
Why we DON’T write intervention goals from test
scores
• Too few exemplars• Structured or contrived presentation• No information about how child/adult
responds to intervention
Criterion Referenced Assessment
• Supports standardized assessment results in comprehensive evaluation– Baselines and targets for intervention
• Provides ongoing assessment outside the comprehensive assessment environment– Progress monitoring
Criterion Referenced Assessment
• May be in commercial form or created by clinician
• Allow you to look at specific communication behaviors in depth
• Individualizes the assessment for the client
• Allows observation of skills across a variety of contexts and environments
Criterion based Assessments
• Developmental scales / checklists• Language sampling• Narratives• Portfolio assessment• Dynamic assessment
Portfolio Assessment• Teacher provided work samples• Oral language sample in classroom• Determine child’s ability to use
language in the classroom• Concepts, vocabulary, sentence
structures, scripts and pragmatic skills needed for classroom success
Portfolio Assessment• Samples work over time and can
demonstrate student progress– Student’s classroom writing– Language and narrative samples– Artifact analysis– Onlooker observation (Box 11-17, p.
504)
Dynamic Assessment• Based on Vygotsky’s theory of social
learning, Zone of Proximal Development - region of sensitivity to learning
• Development does not occur until the student can perform the skill independently
• Students are active participants in their ZPD
Dynamic Assessment• Helps determine levels of support
needed• Dynamic assessment uses test-teach-
retest format• Does not provide data for disorder/no
disorder• Provides information on child’s
potential for learning
Dynamic Assessment• Evaluates how the child/adult performs with
and without assistance and instruction• The goal of dynamic assessment is to
determine if the child/adult’s language skills can be modified, and if so, what modifications are effective
• Graduated prompting is introduced during teaching
Dynamic AssessmentWhy dynamic assessment is
important– Helps distinguish between
language difference vs. disorder– “dynamic assessment has been
shown to be better than typical static language measures for predicting readiness for change in children with language disorders” (Long & Olswang, 1996)
– Guides intervention
School Based Assessments
• Directed by IDEA and must include all aspects related to educational environment:– Physical and motor– Intellectual – Achievement– Language – English proficiency as well as
language abilities• Timelines
– 90 days from date of referral
IDEA Eligibility Categories• Auditory Impairment (AI)• Autism (AU)• Specific Learning Disability (LD)• Mental Retardation (MR) (ID)• Orthopedically handicapped (OH)• Other health impairment (OHI)• Speech Impairment (SI)• Traumatic Brain Injury (TBI)• Visual impairment (VI)
Teacher Referral• In public schools: A rule-governed process based on
protections of IDEA– IDEA now requires evidence of RTI program in
which child has not shown adequate progress before a referral for assessment
– Must fail to respond to intervention (RTI)– For those students who may have a specific
learning disability• May need to provide information for teachers on the
role of language skills in academic success – Checklist or specific criteria for concern – data collection – Pragmatically oriented discourse analysis to be used as
teacher referral form– Classroom communication checklist
RTI – Response to Intervention
• Avoids “wait to fail” with having to have “gap”• Multi-tiered program, includes
– Universal screening– Progress monitoring– High quality instruction– Further assessment/intervention based on
response
– Schools may use up to 15% of federal funds for children who are not categorized as special education
IDEA: Response to Intervention
• Must demonstrate child has not shown positive response to intervention prior to making a referral for special education.
• Tiers of intervention: (settings)– Tier I: classroom instruction– Tier II: small group, focused intensive
instruction– Tier III: one-on-one instruction, referral to
special education
What happens after RTI?
• When child fails to show adequate response to intervention at level II, referral can be made to special education for determination of existence of a disability.
• Mandates eligibility for services only if:– Child must demonstrate a disability– Child must have educational need – each
LEA (Local Education Agency) has criteria– Must need specialized services of SLP
• TEA Eligibility Manual– Developed to provide consistency across
districts
IDEA – Individual with Disabilities Education Act
IDEA DefinitionAccording to Texas State Board of Education rules a
student with a learning disability is one who:– Has been determined through a variety of
assessment tools and strategies to meet criteria for a specific learning disability as stated in CFR 34
– Does not achieve adequately for the child’s age or meet state approved grade-level standards in:
• Oral expression• Listening comprehension• Written expression• Basic reading skill• Reading fluency skills
IDEA continued– Reading comprehension– Mathematics calculation– Mathematics problem solving
When provided appropriate instruction, as indicated by performance on multiple measures or a process based on the child’s response to scientific , research based intervention, does make sufficient progress
Exhibits a pattern of strengths and weaknesses in performance, achievement, or both relative to age, grade-level standards, or intellectual ability
DSM-IV Definition– Individual’s achievement on individually
administered standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling and level of intelligence. The learning problems significantly interfere with academic achievement or activities of daily living that require reading, mathematical, or writing skills.
– Substantially below – more than 2 standard deviations
– Reading disorder, mathematics disorder, disorder of written expression, learning disorder NOS
Learning Disabilities• 50% to 80% of SLP caseload• Approximately half of children diagnosed
with LD have language and language-related disability– Reading – Spelling
• Usually listed as SI– Oral comprehension– Oral expression
Learning Disabilities• 50% to 80% of SLP caseload• Approximately half of children diagnosed
with LD have language and language-related disability– Reading – Spelling
• Usually listed as SI– Oral comprehension– Oral expression
Cross Battery Assessment Plan
• A method of analyzing test data across domains
• Integration of information• Based on Cattell-Horn theory of
intelligence• Consistent with best practice• Requires more in-depth process than
previous assessment models
Continued• Child is assessed in all areas related to
suspected disability• Evaluation is sufficiently
comprehensive• ARD committee determines eligibility• For LD, must include classroom
observation by someone other than teacher and must have had RTI
Cross-battery Assessment“Looking at the G’s”
• Fluid intelligence – Gf• Quantitative Knowledge – Gq• Crystallized Intelligence – Gc• Reading and Writing – Grw• Short-term Memory – Gsm• Visual Processing – Gv• Auditory Processing – Ga• Long-term storage & retrieval – Glr• Processing Speed – Gs• Decision/reaction Time/Speed - Gt