AssessmentSlide 2Slide 3Eligibility AssessmentSlide 5Guidelines for DAP ScreeningFormative Assessment for Program DevelopmentSlide 8Formative AssessmentSlide 10Assessment to determineFunctional AssessmentComparisonSlide 14The 3 Types of InformationChild skills and behaviorSlide 17Family Concerns, Priorities, PreferencesEnvironmental informationProcedures for collecting informationChild skills and behaviorFamily concerns and prioritiesEnvironmental informationSlide 24ReferenceAssessmentEDCI 336September 13, 2007AssessmentWhat is it?What do we use it for?Who do we assess?When do we assess?AssessmentTypes of assessment decisionsEligibility decisionsFormative programming decisionsSummative programming decisions Table 4.1 p. 73Eligibility AssessmentAssessment to decide whether a child is eligible for a special program.ScreeningDiagnosticEligibility AssessmentWhat do we need?Information that compares one child’s development to the norm.Guidelines for DAP ScreeningUsing Table 4.3 summarize these guidelinesFormative Assessment for Program DevelopmentProcess of collecting information to make program decisions for children.Decide on appropriate content and methods of instruction.Eligibility AssessmentConducted by appropriate professionalsMultiple measures must be used (Table 4.3)Formative AssessmentProcess of collecting information to make program decisions for children.Decide on appropriate content and methods of instruction.Formative AssessmentWhat do we need to assess?ChildFamilyBackgroundSettingsAssessment to determineCurrent level of functioningSkills, behavior, knowledge to be fosteredCurriculum decisionsFunctional Assessment(Ecological )Understand child’s skills in the appropriate setting (Table 4.5)ComparisonEligibility assessmentAssessment for programming decisionsTable 4.6 p. 81AssessmentLegal requirementsTable 4.8 p. 83The 3 Types of InformationChild skills and behaviorFamily concerns and prioritiesEnvironmental informationChild skills and behaviorDevelopmental skillsStyles of interaction and learningActivity preferencesTemperamentExamples p. 84AssessmentAllows professionals to set goals and objectives at appropriate levelsMotivationFamily Concerns, Priorities, PreferencesFamily’s needs for itself such as Information aboutBehavior management Child developmentSpecific disabilitiesFamily priorities for the childFamily preferences including traditions and cultureEnvironmental informationNumber and types of settings in which child spends timeDescriptions of settingsSkills necessary for success in the various settingsProcedures for collecting informationObservationAnecdotal recordsWork samplesBehavior samplesCommunication samplesDevelopmental checklistsActivity preference recordsSociogramsChild skills and behaviorObservation Table 4.10 p. 90Anecdotal recordsTable 4.11 p. 91SamplesTables 4.12, 4.13 p. 92Figure 4.1 0. 94Family concerns and prioritiesStructured family interview Table 4.14 p. 95Written surveyTable 4.15 p. 97Environmental informationQuestionnaireInformal interviewTable 4.16 p. 98ObservationAssessmentDeveloping goals and objectives based on assessment informationBrad’s goals p. 99ReferenceDavis M., Kilgo, J., Gamel-McCormick, M. (1998). Young children with special needs. Needham Heights, MA: Allyn &
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