data 3 Flashcards
- Collection of informal/formal data
- Linked to RTI intervention process
- Assessments
Data-based Decision Making
Advantages •High validity and reliability •Directly comparable to peers • Shows presence/absence of problem Limitations •No modification to match student needs
Structured Interviews
Advantages •Adapt to student needs •Puts students at ease Limitations •Responses difficult to interpret •Cannot compare to norms
Unstructured Interviews
- Observe the student for a few seconds at designated intervals and notice whether the behavior occurs for the whole interval that you are looking for it (mark “yes” or “no” as to whether this behavior occurred for the whole time that you were watching).
- Continuous behaviors with short duration
Whole Interval Recording
Number of behaviors that occur during a specific period
Most useful with behaviors that are discrete and short in duration
Frequency or Event Recording
•Mark whether the behavior occurred at least once during the short observation interval.
Partial-Interval Recording
- Equal number of time intervals
- Mark if behavior occurs during interval
- Good to use if timing of behavior is difficult to determine
Time Sampling Interval Recording
Length of time behavior lasts
Duration Recording
Time between onset of stimulus that initiates behavior
Latency Recording
- Behavior scored as present or absent only during the moment that a timed interval begins
- Least biased estimate of behavior as it actually occurs
Momentary Time Sampling
- Help determine whether modifications are needed in the general education environment
- Guide decisions about additional instruction and who needs more specific support
Universal Screening (Purpose)
Universal Screening (Benefits)
- Cost effective
- Time efficient
- Easy to administer
Universal Screenings (Liabilities)
- Chance to misclassify a student
* Better to err on the side of caution and give support (least dangerous assumption)
Cognitive measure (group administered); monitor yearly performance (option)
Cognitive Assessment Test (CogAT)
CBM’s conducted several times per year to identify students who need additional support
System to Enhance Education Performance (STEEP)
- Data gathered to determine if specific intervention is effective
- Collected frequently/daily
Subskill Mastery Measurement (SMM)
- Data gathered to determine progress being made for long-term goals
- Collected less frequently; weekly
General Outcome Measurement (GOM)
Based on systematic and repeated measurement of behavior over specified time
Progress Monitoring (RTI)
- Effectiveness: need to see change in behavior
- Confounding Variable: effectiveness of the intervention is what is actually measured
- Measurement Error: human error; fidelity
Variability and Sources of Error (RTI)
- Average performance within a condition
* Condition: performance changes following a change; compared to peers or benchmark
Analysis of level (RTI)
- Pattern of change in behavior across time
- Multiple measures required
- Visual analysis used to estimate general pattern of change across time
Analysis of Trend (RTI)
Current level, trend, and variability of behavior (prior to intervention)
Baseline (RTI)
- No new highs/lows (spikes) for 3 consecutive data points (during baseline)
- 80% of points should fall within 15% of the mean line
- Minimum of 3-4 points for baseline data
Evaluation Points (RTI)
Reason to use RTI data (RTI)
Student whose teacher’s use data-based decisions learn more than students whose teachers do not rely on such data
Should the intervention be changed? (RTI decision rule)
- 2-3 points fall below the aim line
* Slope of trend line is less than the slope of the aim line
Are there no correct responses for 3 or more days in a row? (RTI decision rule)
If no correct responses for 3-4 sessions, change the intervention
Are the data highly variable? (RTI decision rule)
Consider extraneous variables when the data is too variable
Is the % correct responding less than 85%? (RTI decision rule)
To correct, include modifications to instructions
Is the student’s performance accurate but slow? (RTI decision rule)
If growth is slow, focus efforts on increasing rate of correct responses (repeated practice; motivation)
- Comprehensive and individualize strategy to identify the purpose or function of a student’s problem behavior
- Used to develop a plan to modify factors that maintain the problem behavior and teach appropriate replacement behaviors
Functional Behavior Assessment (FBA)
FBA - Steps
- Operationally define the behavior
- Perform the assessment
- Evaluate the assessment
- Develop a hypothesis
- Formulate an intervention plan
- Start or implement the intervention plan
- Evaluate the effectiveness of the plan
- Significantly below average intelligence (IQ of 70 or below)
- Origins of disability must be prior to the age of 18
- Must demonstrate deficits in adaptive functioning in at least two areas
Assessment of Intellectual Disabilities (ID)
When assessing reading, writing, and speaking abilities, consider:
•Developmental history and languages spoken
•Language dominance
•Language preference
Evaluating Language Competency
Language difference vs. language disorder
- Present in both native and new language
- Testing done in native language
- Use formal and informal measures
- Compared to members of same cultural language group
- Language usage and error patterns described
best practice when giving Standardized Tests to Second-Language Learners
Use of standardized tests with direct language translation (use of an interpreter) is not best practice and is psychometrically very weak if the test is not normed in the cultural group assessed
