# Data-Based Decision Making

 The flashcards below were created by user Erica0459 on FreezingBlue Flashcards. Observation Techniques 1. Whole interval recording2. Frequency/event3. Duration recording4. Latency recording5. Time sampling interval recording6. Partial-interval recording7. Momentary time sample Universal Screening Measures CBMs- Aimsweb- DIBELS RTI Best practices in deciding what to assess: 1. Subskill Mastery Measurement (SMM): determines whether the specific intervention for the target behavior is effective (data collected daily)2. General Outcome Measurement (GOM): determines whether the student is making progress toward long-term goals (data collected weekly) RTI Best practices in deciding how to assess & present data: 1. Progress monitoring should be systematic and repeated measurement over time2. Frequency data, percentage correct, number of opportunities to respond3. Horizontal axis= time; Vertical axis= data RTI Best practices in analyzing variability of progress monitoring data: 1. Effectiveness of intervention2. Confounding variable(s)3. Measurement error RTI analysis of level 1. Level: average performance within a condition RTI analysis of trend Trend: pattern of change in a student's behavior across time- Multiple measurements are required to calculate trend (slope)- Visual analysis can be used to estimate general pattern of change Reasons for using RTI data 1. Should intervention be changed?2. No correct responses for 3 days= change intervention3. Highly variable data= confounding variables4. Percentage correct less than 85%= instructional modifications5. Accurate but slow progress= repeated practice and contingencies to assess motivation Formal Evaluation Requires both quantitative and qualitative data in analysis to determine eligibility for special education services Comprehensive Special Education Evaluation 1. Cognitive ability2. Achievement3. Communication4. Motor skills5. Adaptive skills6. Social, emotional, and behavioral functioning7. Sensory processing Common Measures of Cognitive Function 1. WISC-IV (6 - 16.11 yrs)2. DAS (2.5 -17.11 yrs)3. SB-V (2 - 85 yrs)4. WPPSI-IV (2.5 - 7.5 yrs)5. WAIS-V (16 - 74 yrs)6. WJ Cog Abilities (2 - 90 yrs)7. Universal Nonverbal Intelligence Test (5 - 17.11 yrs) Common Measures of Educational Achievement 1. WJ Ach (2 - 90 yrs)2. Wide Range Achievement Test (5 - 94 yrs)3. K-TEA (1 - 12 grade)4. WIAT-III (4 - 50.11 yrs)Early Childhood:1. Test of Early Reading Ability2. Test of Early Math Ability3. K-SEALS Memory Tests 1. Wechsler Memory Scale2. TOMAL-23. Working memory scales of cognitive assessments4. Wide Range Assessment of Memory and Learning (WRAML2) Executive Functioning & Attention (after age 8) 1. BRIEF2. CAS3. DKEFS4. NEPSY5. Behavioral Assessment of Dysexecutive Syndrome6. Wisconsin Card Sort Test Phonemic Awareness Tests 1. CTOPP2. Test of Phonological Awareness- Kdg3. Nonword Spelling Language Tests 1. Peabody Picture Vocabulary Test (2 - 90+ yrs) Visual Processes 1. Beery-Buktenica2. Rey Complex Figure Test Major Neuropsychological Test Batteries 1. NEPSY-II2. DKEFS Social and Emotional Development Tests 1. BASC-22. Devereux Scales of Mental Disorders3. Revised Behavior Problem Checklist4. Conner's Rating Scales5. Beck Depression Inventory Steps to Complete an FBA 1. Operational definitions2. Perform assessment (record review, systematic observation, interviews)3. Evaluate assessment results (patterns)4. Develop hypothesis5. Formulate intervention plan6. Implement intervention7. Evaluate intervention effectiveness Characteristics of Effective CBM 1. Based on systematic procedures for frequent collection and analysis2. Assess student performance across time3. Identifies at-risk students4. Provides normative and statistically sound information Ecological Assessment Ecological Assessments: help to determine goodness of fit between student and learning environmentICEL: instruction, curriculum, environment, learner Adaptive Functioning Domains (ABAS, Vineland) CommunicationSelf-care, home livingSocial skillsUse of community resourcesSelf-directionFunctional academic skillsEmploymentLeisurePhysical health Assessing ELLs MUST assess speaking, reading, and writing abilities while considering various developmental domains- Language proficiency in BOTH languages Use of Interpreter Standardized test with direct test translation is not best practice and psychometrically very weak if the test is not normed on the cultural group being assessed AuthorErica0459 ID261538 Card SetData-Based Decision Making DescriptionPraxis II Updated2014-02-12T03:03:13Z Show Answers