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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 24ReferenceAssessmentEDCI 336September 13, 2007AssessmentWhat is it?What do we use it for?Who do we assess?When do we assess?AssessmentTypes of assessment decisionsEligibility decisionsFormative programming decisionsSummative programming decisions Table 4.1 p. 73Eligibility AssessmentAssessment to decide whether a child is eligible for a special program.ScreeningDiagnosticEligibility AssessmentWhat do we need?Information that compares one child’s development to the norm.Guidelines for DAP ScreeningUsing Table 4.3 summarize these guidelinesFormative Assessment for Program DevelopmentProcess of collecting information to make program decisions for children.Decide on appropriate content and methods of instruction.Eligibility AssessmentConducted by appropriate professionalsMultiple measures must be used (Table 4.3)Formative AssessmentProcess of collecting information to make program decisions for children.Decide on appropriate content and methods of instruction.Formative AssessmentWhat do we need to assess?ChildFamilyBackgroundSettingsAssessment to determineCurrent level of functioningSkills, behavior, knowledge to be fosteredCurriculum decisionsFunctional Assessment(Ecological )Understand child’s skills in the appropriate setting (Table 4.5)ComparisonEligibility assessmentAssessment for programming decisionsTable 4.6 p. 81AssessmentLegal requirementsTable 4.8 p. 83The 3 Types of InformationChild skills and behaviorFamily concerns and prioritiesEnvironmental informationChild skills and behaviorDevelopmental skillsStyles of interaction and learningActivity preferencesTemperamentExamples p. 84AssessmentAllows professionals to set goals and objectives at appropriate levelsMotivationFamily Concerns, Priorities, PreferencesFamily’s needs for itself such as Information aboutBehavior management Child developmentSpecific disabilitiesFamily priorities for the childFamily preferences including traditions and cultureEnvironmental informationNumber and types of settings in which child spends timeDescriptions of settingsSkills necessary for success in the various settingsProcedures for collecting informationObservationAnecdotal recordsWork samplesBehavior samplesCommunication samplesDevelopmental checklistsActivity preference recordsSociogramsChild skills and behaviorObservation Table 4.10 p. 90Anecdotal recordsTable 4.11 p. 91SamplesTables 4.12, 4.13 p. 92Figure 4.1 0. 94Family concerns and prioritiesStructured family interview Table 4.14 p. 95Written surveyTable 4.15 p. 97Environmental informationQuestionnaireInformal interviewTable 4.16 p. 98ObservationAssessmentDeveloping goals and objectives based on assessment informationBrad’s goals p. 99ReferenceDavis M., Kilgo, J., Gamel-McCormick, M. (1998). Young children with special needs. Needham Heights, MA: Allyn &


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Winthrop EDCI 336 - Assessment

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