Final Flashcards
Assessment
A ongoing procedures used by qualified personnel to identify the child’s unique strengths and needs and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility, and includes the assessment of the child and the assessment of the child’s family.
Unr nomenclature
Initial evaluation
Diagnostic teams
Initial process of establishing eligibility for services
Screening may be part of this process in an RTI Model. Tier 1 and Tier 2 of RTI with 60 days of data.
Unr nomenclature
Addendum
Therapy plan based on the initial evaluation
After the initial evaluation report the addendum, or therapy plan, to the initial evaluation
Unr nomenclature
Re-Assessment and therapy plan
Beginning of each semester
The process after the initial evaluation
Describe the communicative functioning (test results, strengths, and weaknesses).
Determine what child or adult needs in terms of communication programming (environment, assistance)Assessment means “the ongoing procedures used by qualified personnel to identify the child’s unique strengths and needs and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility…and includes the assessment of the child…and the assessment of the child’s family…”
How to best address those needs
Unr nomenclature
Progress report summary
End of semester
Purpose is to analyze an individual’s progress during treatment at the end of each semester
Describe the communicative progress (test results, therapy data)
Describe strengths and weaknesses
Describe strategies and approaches
Adjust goals and objectives as necessary
Screening
Is there a problem?
If yes, complete full evaluation
If no, stop the process
Evaluation
Does the client qualify for services
If yes, eligible based on criterial
If no, not eligible based on criterial
What is the evaluation procedures
- Obtain historical information (birth, medical, social, academic)
- Interview the client, family, or both
- Evaluate structural and functional integrity of the oral facial mechanism.
- Sample and evaluate the clients speech and language abilities.
- Screen clients hearing
- Analyze and interpret information
- Share clinical findings (orally and in writing)
What is the evaluation process
- Evaluate - collect information
- Diagnosis - determine the problem
- Assessment - critical judgment
- Describe communicative functioning - list strengths and weaknesses, create long term and short term goals
RTI
Response to intervention
Classroom instructions should be high quality, therefore ineffective instruction can be ruled out as the reason for inadequate academic performance
IQ achievement discrepancy model
Traditional method used to determine whether a student has a learning disability and needs special education services
Based on the concept of a normal curve
Based on general intelligence based on scores obtained for one or more areas of academic achievement.
The accepted criteria for identifying a student as having a learning disability with the IQ achievement discrepancy is a difference of at least two standard deviations.
Problems with the IQ discrepancy model
Rarely identifies students with learning disabilities in the earlier grades
Does not assess or inform the quality of instruction received by students
May be mis diagnosed
How does the response to intervention approach work?
Struggling student skills are monitored to determine whether they show adequate growth (responsiveness) following the implementation of high quality instruction.
Students that do not respond adequately in the general education classroom are provided with increasingly intensive and validated interventions.
RTI multi-level approach
Universal screening - all students are given a screening measure, students at risk for academic failure are identified
Tier 1 - students receive effective, research validated instruction in the general education setting.
Tier 2 - students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional.
Tier 3 - Student whose progress is less than desired receive even more intensive instruction, which can be provided in a variety of ways. Students may qualify for special education services based on the progress monitoring data.
IDEA
Individuals with disabilities education act
Special education law
IDEA define the term “child with a disability”
Adversely affects
Does not mean that a child has to be failing in school to receive special education services
According to the IDEA a free appropriate public education available to any individual child with a disability who needs special education and related services, even is the child has not failed or been retained in a course or grade, and is a dancing from grade to grade.
Who qualifies under IDEA
Children between the ages of 3 and 21 who meet the eligibility criteria in one of thirteen qualifying disabilities and who require special education services because of the disability.
Disability categories are
Autism, deaf/blind, deafness, hearing impaired, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment including blindness, and the health impairments.
Student must have a disability that adversely affects her or his educational performance and must need special education in order to receive
Psychometrics
The field of study concerned with the theory and technique of psychological measurement of knowledge abilities, attitudes, personality traits and educational measurements.
Construction and validation of measurement instruments such as questionnaires, tests, and personality assessments.
