Karteikarten
Data Based Decision Making
Karten in diesem Stapel (34)
- 1Structured Interview+Yields info about presence, absence, severity,onset, and duration of symptoms
+Yields quant. scores in symptom areas or global indices of psychopathology
+Are highly scripted, have scoring rules, & require extensive training
+Disorder specific - used to make diagnostic decisions - 2Unstructured Interview+Interviewee tells their story
+Interviewer guides interviewee to talk about issues and concerns related to referral prob.
+Requires good clinical skills
+Can be used to ID general problem areas, then follow up with structured interview - 3Computer-Generated Interview+Software used to present uniform questions
+Individual sees & hears questions
+Can be a novel experience
+Disadvantages: unfamiliar computer user may become anxious, format is impersonal, & may be technical difficulties with hardware - 4Effective Interviewing+Est. rapport: mutual respect & acceptance
+Facilitate communication: convey interest to interviewee, encourage elaboration, & ease anxiety
+Formulate appropriate questions
+Be a good listener
+Close appropriately: Summarize, obtain feedback, & discuss future implications - 5Systematic Observation+Define target behavior clearly & precisely
-Objective, readable & unambiguous, definition is complete - define boundaries of what is/is not included as an instance of behavior - 6Systematic Observation+Observe students' behavior in natural or specifically designed settings
+Record data objective as it occurs
+Ensure data is reliable and valid
+Understand behavioral codes, if applicable
+Sustain attention & focus on details
+ID important behaviors & summarize them according to system - 7Purpose of Observation+Uses: evaluation, planning, intervention, & monitoring progress
+Opp. to see student's spontaneous behaviors
+Systematic record of student's behavior
+Info about student's interpersonal skills
+Info about goodness of fit of teaching style-learning style
+Part of FBA - 8Narrative Recording+Most frequently used type of direct observation
+Anecdotal recording of noteworthy behaviors
+No specific time frames or codes - 9Interval Recording+Focuses on aspects of behaviors as occurring within specific intervals of time
+Sample behavior rather than recording every behavior
+Useful for overt behaviors - 10Event Recording+Most useful when observing behaviors that have a discrete beginning and end
+Record each event of behavior as it occurs during observation period
+Frequency count of discrete behavior - 11Rating Recording+Rating behavior on a checklist or scale
+Useful for evaluating global aspects of behavior or for gaining impressions - 12Momentary Time Sampling Recording+Records presence or absence of behavior at a brief instance during the interval
+Although based on small sample of behavior, provides the least biased estimate of behavior as it occurs - 13Partial Interval Recording+Observer records whether behavior occurs at any time during interval
+Good choice for behaviors that occur at a relatively low rate/ inconsistently - 14Whole Interval Recording+ Records how long it takes for behavior to begin after a specific verbal demand or even has occurred
+Has a tendency to underestimate the presence of behavior in real time - 15Duration Recording+Records amount of time a student spends engaging in a behavior that has a clear beginning and end
+Standardized by averaging the duration of each occurrence or the total duration can be computed
+To collect precise duration data, start a stopwatch when the behavior occurs and stop timing at the end of each episode - 16Review of Background: Cumulative School Records+Academic Grades
+Attendance
+Discipline Referrals
+State/district testing results
+Health records
Notice any trends in records - 17Review of Background: Developmental History+Parent/Caregivers
+Family History
+Brothers/Sisters
+Child's residence
+Family relationships
+Pregnancy, birth, & development
+Medical History
+Friendships, recreation, & interests
+Behavior/temperament
+Educational History - 18Review of Background: Medical Records & Previous Evaluations+Before beginning any intervention/assessment, review any previous reports:
-Medical
-Psychological
-Neuropsychological
-Psychiatric
-Neurological
-Neurodevelopmental - 19Review of Background: Previous Interventions+Review documentation on previous interventions, including steps:
-Problem ID
-Problem Analysis
-Intervention Planning
-Evaluation
-Progress Monitoring - 20Screening MeasuresCBM: valuable method of gathering info about student performance
+Simple, accurate, fast
+Effective indicators of student achievement to guide intervention decisions and check progress
+Verify what is working and what is not
+ID weaknesses & allow instruction to be geared towards strengths - 21Curriculum Based Measurement+can be implemented into a 3-tier problem solving model
-Tier 1: Universal - Benchmark 3-4 times a year, monitoring toward ind. annual goal
-Tier 2: Targeted at Risk Groups- monthly strategic monitoring
-Tier 3: Most Intensive - weekly progress monitoring toward ind. annual goal - 22Screening MethodsCreating data based process:
+Requires knowledge of effective data based problem solving methods
+Systematic collection of info to ID strengths/needs to be used in collab. process
+Decisions made w/o systematic data collection may result in targeting inappropriate/ineffective interventions - 23Additional Screening Methods+Screening assessment is a brief evaluation to ID students who:
-Are eligible for specific programs
-Have a weakness in need of intervention
-May need more comprehensive intervention
+STEEP: System to Enhance Educational Performance
-Universal screening method
-CBM to ID the extent to which the core curriculum is effective for sufficient numbers of students
-ID students for whom additional resources are provided
+Eligibility for IDEA services should not be made based on screening results - 24Measures of Intellectual/Cognitive Functioning: Wechsler Preschool & Primary Scale of Intelligence - 4th Edition+WPPSI-IV
-Age: WPPSI: 2:6-3:11 & 4:0-7:7
-FSIQ & 5 Composite scores: VCI, VSI, FRI, WMI, PSI
Uses: assessment of LD, cognitive impairment, & age related differences in ability of children - 25Measures of Intellectual/Cognitive Functioning: Wechsler Intelligence Scale for Children - 5th EditionWISC-V:
-Age: 6:0-16:11
-FSIQ & 5 Composite scores: VCI, VSI, FRI, WMI, PSI
Uses: assessment of LD, cognitive impairment, & age related differences in ability of children - 26Measures of Intellectual/Cognitive Functioning: Wechsler Adult Intelligence Scale - 4th EditionWAIS-IV:
-Age: 16-89
-14 subtests: 7 Verbal, 7 Performance
-Uses: assessment of LD, ADHD, MR, and age-related differences in ability of adults - 27Measures of Intellectual/Cognitive Functioning: Wechsler Abbreviated Scale of IntelligenceWASI:
-Age: 6-89
-4 subtests: 2 Verbal, 2 Performance
-Uses: quick screening of LD, ADHD, and age-related differences in ability of children & adults - 28Measures of Intellectual/Cognitive Functioning: Stanford-Binet Intelligence Scales 5th EditionSB-5:
-Age: 2-85
-2 Domains: Verbal & Nonverbal
-5 Factors in each domain: FR, KN, QR, V-SP, WM
-Uses: assessment of LD, developmental delay, brain functionality w/neurological impairments, giftedness - 29Measures of Intellectual/Cognitive Functioning: Woodcock-Johnson III NU Tests of Cognitive AbilitiesWJIII NU
-Age: 2-90+
-Based on CHC Theory of cognitive ability
-2 Batteries: Standard (10 subtests) & Extended (20 subtests)
-Uses: assessment of LD, cognitive impairment, and age-related differences of ability of children & adults - 30Measures of Intellectual/Cognitive Functioning: Differential Ability Scales 2nd EditionDAS-II:
-Age: 2:6-17:11
-12 core subtests, 5 diagnostic subtests, & 3 achievement subtests
-Can be used for individuals who are
+non-English proficient
+Hard of hearing
+Gifted
-Uses: assessment of LD, intellectual difficulties, giftedness, & neurological impairments - 31Measures of Intellectual/Cognitive Functioning: Cognitive Assessment SystemCAS
-Based on the PASS Theory of intelligence
-age: 5-18
-13 subtests, 4 categories: Planning, Attention, Simultaneous, Successive
-Can be used for culturally diverse individuals & individuals w/TBI
-Uses: assessment of LD, intellectual disabilities, ADHD, & giftedness - 32Measures of Intellectual/Cognitive Functioning: Kaufman Assessment Battery for Children 2nd EditionKABC-II:
-Based on CHC & Luria models of intelligence
-age: 3-18
-2 composites: measure the Gv, Gsm, Gf, Glr, Gc - 33Measures of Intellectual/Cognitive Functioning: Kaufman Adolescent and Adult IntelligenceKAIT:
-Age: 11-85
-Core battery measures: Fluid Intelligence (3 subtests), Crystallized Intelligence (3 subtests)
-Expanded Battery: 4 additional subtests & Mental Status Exam - 34Measures of Intellectual/Cognitive Functioning: Kaufman Brief Intelligence Test 2nd EditionKBIT-II:
-Age: 4-90
-2 subtests: Verbal & Nonverbal
-Uses: assessment of learning and intellectual abilities
-Can be used with hearing impaired individuals & non-readers
Informationen
- Beschreibung
- Adapted from G. Pacitto, J. Borchert, & A. Duncan presentation on DBDM
- Erstellt von
- avartanian
- Aufrufe
- 5
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