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Data based decision making Flashcards

1
Q

What are the 4 steps to the Problem Solving model

A
  1. Problem Identification
  2. Problem Analysis
  3. Intervention Development and Implementation
  4. Intervention Evaluation and Follow-up
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2
Q

Problem Identification asks

A

“what is the problem”

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3
Q

Problem Analysis aks

A

“why is it occurring?”

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4
Q

Intervention Development and Implementation asks

A

“what should be done about it?”

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5
Q

Intervention Evaluation and Follow-up aks

A

“did it work?”

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6
Q

What are the Components of Effective Interviewing?

A
  1. Establish rapport based on mutual respect and acceptance;
  2. Facilitate communication;
  3. Formulate appropriate questions;
  4. Remain objective yet empathic;
  5. Be a good listener;
  6. Close the interview appropriately;
  7. Summarize,
  8. obtain feedback from interviewee,
  9. discuss implications for future
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7
Q

What are the Types of Interviews?

A
  1. Structured Interview;
  2. Unstructured Interview;
  3. Computer-generated Interview
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8
Q

Standardized interviews yielding information about presence, absence, severity. onset, and duration of symptoms; Yield quantitative scores in symptom areas or global indices of psychopathology; disorder specific under category of DSM

A

structured interview

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9
Q

Interviewer guides interviewee to talk about issues related to referral problem; Interviewee tells story; Can be used to identify general problem areas, then follow up with structured

A

unstructured interview

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10
Q

Disadvantages: unfamiliar computer users may become anxious, format is impersonal, may be technical difficulties with hardware

A

computer-generated interview

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11
Q

What are the 5 Observational Strategies ?

A
  1. Narrative recording;
  2. Interval recording;
  3. Event recording;
  4. Rating recording;
  5. Direct Observation
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12
Q

Anecdotal recording of noteworthy behaviors; No time frames or codes

A

Narrative recording

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13
Q

Record each event of behavior as it occurs during observation period; frequency count of discrete behavior

A

Event recording

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14
Q

Momentary Time Sampling Recording; Partial Interval Recording; Whole Interval Recording; Latency Recording; Duration Recording

A

Direct Observation Recording Strategies

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15
Q

Rating behavior on a checklist or scale; Useful for evaluating global aspects of behavior or for gaining impressions

A

Rating Recording

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16
Q

Focuses on aspects of behaviors as occurring within specific intervals of time; sample behavior rather than recording every behavior; useful for overt behaviors

A

Interval Recording

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17
Q

Observer records whether a behavior occurs at the beginning of each interval

A

Momentary Time Sampling Recording

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18
Q

Records whether behavior occurs at any time during interval

A

Partial Interval Recording

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19
Q

Record whether behavior occurs during the ENTIRE interval

A

Whole Interval Recording

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20
Q

Record how long it takes for the student to engage in the behavior after a verbal demand or event

A

Latency Recording

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21
Q

Record the amount of time the student engages in the behavior that has a clear beginning and end

A

Duration Recording

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22
Q

Student Records; Medical Records and Reports; Review of Previous Interventions; Developmental History

A

Review of Background Information

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23
Q

What are some examples of student records?

A

Grades, attendance, discipline referrals, state/district testing results, health records (nurse screenings)

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24
Q

CBM is

A

Curriculum Based Measurement. - valuable for gaining information about student performance; simple, fast, accurate; effective indicator of student achievement to guide intervention devisions and check progress; verify what is working and what is not; identify weakness and allow instruction to be geared towards strengths

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25
Systematic collection of information to identify and define strengths/needs to be used in a collaborative team process for solving problems using treatment integrity; decisions make without data may result in using ineffective and inappropriate interventions; screening = brief evaluation to identify students who are: eligible for specific programs, have a weakness in need of intervention, may need comprehensive assessments; Eligibility for IDEA services should NOT be made based on these results
Screening Methods
26
Establish the need for a program and suggest the form a new intervention might take
Needs Assessment
27
Determine whether the process being used in the program or intervention implementation is appropriate and which modifications are warranted ("what are we doing?"); At the end of intervention, asks questions: "Did this work?" "How should the intervention be changed?"
Formative Evaluation
28
Ascertain whether goals have been achieved and whether the program is cost-effective and accountable ("Is it working?" "How should the intervention be changed?"); Happens at multiple points during the intervention; Ensures appropriate implementation; Asks questions: "How do we increase the success of this intervention?"
Summative Evaluation
29
Name Measures of Intellectual/Cognitive Functioning
``` AIS-IV, WISC-IV, WPPSI-III, WASI, Stanford-Binet Intelligence Scales (SB-5), DAS-II, CAS, KBIT-II, WJ-III NU (COG), KAIT, UNIT, TONI-III ```
30
14 subtests (7 verbal, 7 performance); Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of adults
Wechsler Adult Intelligence Scale-IV
31
Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of children
Wechsler Intelligence Scale for Children-IV
32
Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of young children
Wechsler Preschool and Primary Scale of Intelligence-III
33
4 subtests (2 verbal, 2 performance); Used for a quick screening of LD, ADHD, MR, and age-related differences in ability of children and adults; Often used for research protocols
Wechsler Abbreviated Scale of Intelligence
34
Used for assessment of LD, developmental delay, brain functionality with neurological impairments, giftedness; is effective with low-functioning individuals
Standford-Binet Intelligence Scale (Sb-5)
35
Used for assessment of LD, intellectual disabilities, giftedness, neurological impairments; Is appropriate for non-English proficient individuals, giftedness, and hard of hearing
Differential Ability Scales-II
36
13 subtests in 4 categories (planning, attention, simultaneous, successive); Used for assessment of LD, intellectual disabilities, ADHD, giftedness; Is appropriate for individuals with a TBI and culturally diverse groups
Cognitive Assessment System
37
2 subtests (Verbal IQ - Vocabulary, Nonverbal IQ - Matrices); a quick nonverbal test used for assessment of intellectual and learning abilities; is appropriate for nonreaders and hearing-impaired individuals
Kaufman Brief Intelligence Test
38
Based on CHC theory with 2 batteries (standard: 10 subtests, extended: 20 subtests); used for assessment of LD, cognitive impairment, and age-related differences in ability of children and adults
Woodcock Johnson NU Tests of Cognitive Abilities-III
39
Based on Catell & Horn, Piaget, and Luria's work; Core battery: fluid (3 subtests) and crystallized (3 subtests); Extended battery: Core plus 4 additional subtests with a mental status exam included; used for assessment of developmental and neurological changes
Kaufman Adolescent and Adult Intelligence
40
Entirely nonverbal stimulus and response administration format incorporating hand/body gestures; Used for assessment of individuals who have speech, language, or hearing impairments, who are culturally diverse and/or verbally uncommunicative
Universal Nonverbal Intelligence Test
41
Nonverbal, 50 items from easy to difficult; Measures intelligence, aptitude, absolute reasoning, and problem-solving abilities; Used for assessment of individuals who have disorders of communication, LD, cognitive impairment, CP, head injury, developmental disabilities, and Autism
Test of Nonverbal Intelligence
42
Name the Measures of Educational Achievement
WIAT-II, WJ-III NU (ACH), KTEA-II, WRAT-4, BBCS-3
43
9 subtests: oral language, listening comprehension, written expression, spelling, pseudo word decoding, word reading, reading comprehension, numerical operations, math reasoning; Empirically linked with WISC-IV; Large validity studies with clinical populations (LD, ADHD, language disabled, hearing impaired, gifted)
Wechsler Individual Achievement Test-II
44
2 batteries (standard and extended); 7 clusters: oral expression, listening comprehension, written expression, basic reading, reading comprehension, math calculation, math reasoning; 21 subtests grouped by: reading, math, written language, oral language
Woodcock Johnson NU Tests of Achievement-III
45
5 composite scores: reading, math, written language, oral language, comprehensive achievement; 14 subtests grouped by: reading, math, written language, oral language
Kaufman Test of Educational Achievement-II
46
4 subtests: word reasoning, sentence comprehension, spelling, math computation; 2 forms; allow for retesting within short periods of time
Wide Range Achievement Test-4
47
3 yrs. - 6 yrs 11 mos.; Assesses basic educational concepts: colors, letters/sounds, numbers/counting, size, shapes, directions/position, self-/social awareness, texture/material, quality, time/sequence
Bracken Basic Concept Scale-3
48
e.g. memory, executive functioning, phonemic awareness; PPVT-III, EVT-III, Bender Gestalt II, VMI, PAL-II, WMS-III, Key Math - Revised/NU
Diagnostic Processing Measures (Problem Analysis)
49
2 parallel forms; no reading or writing; used as a screening tool of: verbal ability and receptive vocabulary for adults and assessing English in non-English speaking individuals
Peabody Picture Vocabulary Test-III
50
2 parallel forms (190 items); assesses vocabulary and language, reading first goal attainment, comparing expressive and receptive vocabulary, and progress
Expressive Vocabulary Test-III
51
4 tests: Copy, recall, motor, and perception; Used to assess visual motor integration
Bender Gestalt II
52
24 geometric forms arranged in order of difficulty; Used to assess visual motor integration
Beery-Buktenica Developmental Test of Visual-Motor Integration
53
Grades K-6; Has applications at 3 tiers ranging from prevention to problem solving, consultation to differential diagnosis; Links to targeted evidence-based interventions and lessons; Used to diagnose dysgraphia, dyslexia, oral and written language
Process Assessment of the Learner-II
54
5 primary indexes: auditory memory, visual memory, visual working memory, immediate memory, delayed memory; Measure of memory ability
Wechsler Memory Scale-IV
55
13 subtests in 3 areas; Used for assessing math skills; Measures an understanding of math concepts and skills
Key Math - Revised/NU
56
Name some measures of Social Skills, Development, Adaptive Behavior
Bayley-III, BDI-2, SIB-R, ABS-2, Vineland-II
57
5 subtests: 3 with child (Cognitive, Motor, and Language), 2 with parent (Social/Emotional and Adaptive Behavior); Used for measuring developmental delays in very young children (1 mo. - 40 mos.)
Bayley Scales of Infant and Toddler Development-III
58
5 domains on the long form: Personal/Social, Adaptive, Motor, Communication, and Cognitive; Used for screening, diagnosis, and evaluation of early development (birth - 7 years, 11 mos.)
Battelle Developmental Inventory-2
59
14 areas of adaptive behavior and 8 areas of problem behavior; Norm referenced assessment of adaptive and maladaptive behavior
Scales of Independent Behavior-Revised
60
School version: 7 maladaptive domains and 9 behavior domains; also a residential version; Used to assess abilities of individuals with mental retardation, emotional maladjustment or developmental delays and abilities needed to cope with the natural and social demands of the environment
AAMR Adaptive Behavior Scales-2
61
5 domains: Communication, Socialization, Motor Skills, Maladaptive Behavior Index, and Measure of Self-Sufficiency; Measure of personal/social skills and self-sufficiency
Vineland-II

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