Domain 1- Data

Question 1

Confidence interval

Answer 1

A confidence interval is used to represent the variability of a students scores, within a specific score range (IE: CI= 85-100)

Question 2

Normal curves: How would you explain the normal curve?

Answer 2

The normal curve is a scale we use to conceptualize/visualize the data we garner from assessment. The middle of the curve shows what scores fall within the average range (85-110) and these outer tails indicate the extremes of each end. Falling within or outside of these tails can indicate a need to find alternative learning approaches, interventions, other additional services (slp,ot), and or whether SPED is an appropriate placement for a child depending on what score areas we are looking at.Raw scores converted to true z-scores (M = 0, SD = 1) to create a normal distributions
○ Normal distribution requires 68% of scores to be in the “average range” and includes +/- 4 SD from
mean in total
○ Z-scores converted to percentile ranks, t-scores, scaled scores, etc.
○ Transformed z-scores (Weschler series) have a mean of 100 and SD of 15 for avg 85-115
○ T-scores have a mean of 50 and a SD of 10, avg range 40-60 (equal interval scores)
○ Percentile ranks: not equal intervals, % of population that child did better than

Question 3

What pieces of data would you use to decide to move forward with a referral?

Answer 3

Record reviews: discipline records, attendance records, grades at current and past schools, prior interventions data. Level of language acquisition if applicable, teacher interview, parent interview, current work samples from class.

Question 4

Strengths and weaknesses for single case design

Answer 4

Good: trends lines, good visual analysis. Weakness: poor generalizability, attrition.

Question 5

What considerations are you taking into place when considering what battery to use and what model?

Answer 5

A students level of acculturation, language development/ acquisition, current hearing or vision deficits, motor abilities, medical/mental diagnoses.

Question 6

Preferred test KABC: Pro and con

Answer 6

Con: No auditory or processing speed reaction/time subtest

						 					Does not measure reading, writing, or quantitative ability (KTEA)
 							
						 				 Normative update on fewer individuals (700)
 							
						 						Better than WISC at being less culturally loaded 

Pro: ● 3-18 yrs
● Less language-loaded
● Multiple interpretative
options (Luria & CHC)
● CHC: SLD in reading, written
expression, math, behavior disorders, attention disorders, gifted, etc.
● Luria: bilingual background, non-mainstream cultural
Focused more on process or fluid intelligence, than crystalized
● Aims to reduce ethnic/racial score differences (1-5 point difference btwn AA, Latino, White scores compared to WISC 11 point difference + WJ 12 point difference)
● Nonverbal scale
● Permits teaching in any
language or mode of communication during sample + teaching items, accepts correct verbal responses in other languages
● Luria model includes analysis of focused and sustained attention in connection with other cognitive processes (EF on planning subtests, storing and retrieving paired associations on learning tasks)

Question 7

PRO/CON KTEA

Answer 7

PRO: Aligns with 8 SLD areas of SLD
● Comprehensive achievement test
● Pre-k through grade 12+
● PSW analysis option
● Goes with KABC!
● Highly engaging, creative
CON: Not great for preschoolers because it does not include math comp, spelling, or reading comp.
● Not great norming sample–english speakers with no known neurological disorder; based on 2012

Question 8

A student has behavior concerns and you need more data is needed around the behavior?

Answer 8

BASC (Broadband) Teacher, Parent, child (if age appropriate)

Question 9

What kind of research methodology would be best in school?

Answer 9

Mixed methods (qualitative and quantitative data) or single case design.

Question 10

RIOT (aka 4 pillars of assessment)

Answer 10

● Review records
● Interview (multiple informants)
● Observe
● Test

Question 11

we use data, and why is it important?

Answer 11

Data used to identify a problem and plan interventions. Increase/decrease levels of interventions
Ensure interventions are implemented with fidelity Track effectiveness of interventions
Used to plan individualized instruction.

Question 12

Patterns of strength/weaknesses

Answer 12

Cognition is overall constant of differing abilities (narrow) and each ability is connected in some way to academic skills, which cog abilities (above or at average) and which are below average and how they impact academics. Less focus on FSIQ.
Pattern of strengths and weaknesses ○ Strengths:
■ Strengths-based approach as a step between discrepancy and RTI
■ FSIQ deemphasized
■ Pulling from different batteries - individualizing based on referral concern / unique student
■ Focus on consistencies rather than discrepancies
■ Inclusive to students who do not respond well to the testing environment
○ Limitations:
■ More challenging to ensure defensibility - building a case
● Language of strengths and weaknesses may not protect transfer of services across districts