Data Based Decision Making

Question 1

Vital background information (informal data)

Answer 1

1. Student files and records. 2. Staff interviews and comments about the student. 3. Medical records and reports. 4. Review of previous interventions. 5. Developmental history

Question 2

Advantages to structured interviews

Answer 2

-High validity and reliability
-Children’s responses can be directly compared with other children’s responses
-Structured diagnostic interviews indicate the presence of absence of a problem, not level of functioning

Question 3

Limitations to structured interviews

Answer 3

The interviewer is unable to modify questions to the needs of the interviewee. The interview must follow a strict format and administration

Question 4

Advantages for unstructured interviews

Answer 4

Can be adapted to the needs of the interviewee

Question 5

Limitations for unstructured interviews

Answer 5

Child responses can be difficult to interpret. The responses cannot be compared with norms as seen within the more structured interview measures

Question 6

Best interview technique

Answer 6

Semi-Structured interview.
Combine the best features of both structured and unstructured interviews. They allow for flexibility and follow-up questions

Question 7

Three levels of analyis

Answer 7

1. Analysis of the variability in data
2. Analysis of level
3. Analysis of trend

Question 8

Analysis of the variability in data

Answer 8

1. Effectiveness of the intervention
2. Confounding variable (uncontrolled subject and environmental variables)
3. Measurement error

Question 9

Analysis of level

Answer 9

Average performance within a condition

Question 10

Analysis of trend

Answer 10

1. When a student’s performance systematically increases or decreases across time, then analyzing the trend in the data is important.
2. Multiple measurements are required to estimate a trend
3. It is important to determine whether the overall pattern in the data is consistent and linear across time or whether another pattern better explains the data

Question 11

General RTI evaluation points

Answer 11

1. There should be no new highs (spikes) or lows for three consecutive data points
2. 80% of the data points should fall within 15% of the mean (average)
3. Collecting a minimum of 3 to 5 baseline data points
4. Practical considerations often affect the amount of data that can be collected.

Question 12

Comprehensive special education evaluation data

Answer 12

-Cognitive
-Achievement
-Communication (speech-language)
-Motor skills
-Adaptive skills
-Social, emotional, and behavioral functioning
-Sensory processing

Question 13

Key aspects of an FBA

Answer 13

Antecedents (A)
Behavior (B)
Consequences (C)

Question 14

Steps to complete an FBA

Answer 14

1. Describe problem behavior (operationally define problem)
2. Perform the assessment (review records; complete systematic observations; and interview student, teacher, parents, and other needed individuals)
3. Evaluate assessment results (examine patterns of behavior and determine the purpose or function of the target behaviors)
4. Develop a hypothesis
5. Formulate an intervention plan
6. Start or implement the intervention
7. Evaluate effectiveness of intervention plan

Question 15

Curriculum-based assessment (CBA)

Answer 15

A broad assessment program or process, which may include CBMs or structured observations

Question 16

Curriculum-based measurement (CBM)

Answer 16

Criterion-referenced assessments in which curriculum goals and objectives serve as the “criteria” for assessment items

Question 17

Characteristics of effective CBM

Answer 17

1. CBMs must be based on systematic procedures for the frequent collection and analysis of student performance data
2. The key to CBM is the examination of student performance across time to evaluate intervention effectiveness
3. CBM is a system to identify students who are at risk
4. CBM provides normative and statistically sound information for students, classes, staff, and parents

Question 18

Ecological Assessment

Answer 18

-Help to determine the “goodness of fit” between the student and the learning environment
-Evaluator must review ICEL
-Observations of the target student during instruction and in other environments

Question 19

IQ Standard Score for ID

Answer 19

A standard score of 70 or below (significantly below-average)