Data-Based Decision Making

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Author:
Erica0459
ID:
261538
Filename:
Data-Based Decision Making
Updated:
2014-02-11 22:03:13
Tags:
Psychology
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Description:
Praxis II
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  1. Observation Techniques
    • 1. Whole interval recording
    • 2. Frequency/event
    • 3. Duration recording
    • 4. Latency recording
    • 5. Time sampling interval recording
    • 6. Partial-interval recording
    • 7. Momentary time sample
  2. Universal Screening Measures
    • CBMs
    • - Aimsweb
    • - DIBELS
  3. 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)
  4. RTI
    Best practices in deciding how to assess & present data:
    • 1. Progress monitoring should be systematic and repeated measurement over time
    • 2. Frequency data, percentage correct, number of opportunities to respond
    • 3. Horizontal axis= time; Vertical axis= data
  5. RTI
    Best practices in analyzing variability of progress monitoring data:
    • 1. Effectiveness of intervention
    • 2. Confounding variable(s)
    • 3. Measurement error
  6. RTI analysis of level
    1. Level: average performance within a condition
  7. 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
  8. Reasons for using RTI data
    • 1. Should intervention be changed?
    • 2. No correct responses for 3 days= change intervention
    • 3. Highly variable data= confounding variables
    • 4. Percentage correct less than 85%= instructional modifications
    • 5. Accurate but slow progress= repeated practice and contingencies to assess motivation
  9. Formal Evaluation
    Requires both quantitative and qualitative data in analysis to determine eligibility for special education services
  10. Comprehensive Special Education Evaluation
    • 1. Cognitive ability
    • 2. Achievement
    • 3. Communication
    • 4. Motor skills
    • 5. Adaptive skills
    • 6. Social, emotional, and behavioral functioning
    • 7. Sensory processing
  11. 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)
  12. 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 Ability
    • 2. Test of Early Math Ability
    • 3. K-SEALS
  13. Memory Tests
    • 1. Wechsler Memory Scale
    • 2. TOMAL-2
    • 3. Working memory scales of cognitive assessments
    • 4. Wide Range Assessment of Memory and Learning (WRAML2)
  14. Executive Functioning & Attention (after age 8)
    • 1. BRIEF
    • 2. CAS
    • 3. DKEFS
    • 4. NEPSY
    • 5. Behavioral Assessment of Dysexecutive Syndrome
    • 6. Wisconsin Card Sort Test
  15. Phonemic Awareness Tests
    • 1. CTOPP
    • 2. Test of Phonological Awareness- Kdg
    • 3. Nonword Spelling
  16. Language Tests
    1. Peabody Picture Vocabulary Test (2 - 90+ yrs)
  17. Visual Processes
    • 1. Beery-Buktenica
    • 2. Rey Complex Figure Test
  18. Major Neuropsychological Test Batteries
    • 1. NEPSY-II
    • 2. DKEFS
  19. Social and Emotional Development Tests
    • 1. BASC-2
    • 2. Devereux Scales of Mental Disorders
    • 3. Revised Behavior Problem Checklist
    • 4. Conner's Rating Scales
    • 5. Beck Depression Inventory
  20. Steps to Complete an FBA
    • 1. Operational definitions
    • 2. Perform assessment (record review, systematic observation, interviews)
    • 3. Evaluate assessment results (patterns)
    • 4. Develop hypothesis
    • 5. Formulate intervention plan
    • 6. Implement intervention
    • 7. Evaluate intervention effectiveness
  21. Characteristics of Effective CBM
    • 1. Based on systematic procedures for frequent collection and analysis
    • 2. Assess student performance across time
    • 3. Identifies at-risk students
    • 4. Provides normative and statistically sound information
  22. Ecological Assessment
    • Ecological Assessments: help to determine goodness of fit between student and learning environment
    • ICEL: instruction, curriculum, environment, learner
  23. Adaptive Functioning Domains (ABAS, Vineland)
    • Communication
    • Self-care, home living
    • Social skills
    • Use of community resources
    • Self-direction
    • Functional academic skills
    • Employment
    • Leisure
    • Physical health
  24. Assessing ELLs
    • MUST assess speaking, reading, and writing abilities while considering various developmental domains
    • - Language proficiency in BOTH languages
  25. 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

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