Session 2 SPE 568 Assessment

1
Session 2 SPE 568 Assessment

• This powerpoint presentation will be available at
  http//jeffmcnair.com
• under the lectures link.

2
Key Terms/Core principles

• Nondiscriminatory evaluation (p 68)
• Norm-referenced assessment
• Extent of deviation from the norm
• Criterion-referenced assessment
• Compare performance to predetermined level of
  mastery
• Reliability
• Validity

3
Data gathering strategies

• Direct testing
• Student provided with arranged opportunity to
  respond to specific stimuli
• Preference assessment (as in reinforcer
  assessment, will get to later)
• Simulated nature of assessment

4
Data gathering strategies

• Observation in the natural environment
• Environment where behavior typically occurs
• Behavior may not occur

5
Data gathering strategies

• Interviewing
• Information collected from informants likely to
  reflect typical performance in natural settings
  with naturally occurring cues and consequences
• Information subjective
• Social validation
• Subjective evaluation
• Social comparison

6
Informal Assessment

• Ecological inventories
• Across domains
• Brown et al. (1979) top down curriculum
• Environmental inventory (p 94-95)

7
State assessments

• CAPA
• SEACO
• THE BASICS
• Etc.

8
Informal Assessment

• Functional analysis of behavior
• Applied Behavior Analysis
• Antecedent Behavior Contingency
• Communicative intent of behavior
• Choice opportunities
• Level of difficulty of task
• Too difficult
• Not sufficiently challenging

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Informal Assessment

• Functional analysis of behavior
• Informal assessment
• Rating scales
• Direct observation
• Systematic manipulation of controlling variables
• Social validation

10
Informal Assessment

• Student choice assessment
• Interviews
• Approach vs. avoidance
• Forced choice
• Vary objects
• Vary presentation (side to side)

11
Prioritizing skills for training

• Does the objective reflect the students
  chronological age, culture, references, and
  profile of strengths and needs?
• Does the objective focus on functional skills and
  lead to meaningful routines and activities?
• Can the student participate in the activity in a
  meaningful way?
• Does the objective reflect the students personal
  and social needs?
• Social validation

12
Writing objectives

• ID the learner
• ID the Sd (discriminative stimulus)
• ID the behavior (operationalized-written in
  observable and measurable terms)
• ID the criterion (and criterion performance over
  time)

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Writing objectives

• Example
• When given the instruction, "Orlando, make jelly
  toast (Sd) Orlando (student) will independently
  make toast, according to the task analysis
  (behavior) for 3 consecutive trials (criterion).