Más contenido relacionado Similar a Chapter 3 - Assessments (20) Chapter 3 - Assessments2. Purposes of Assessment
• Identify developmental delays
• Diagnose nature of the delay
• Develop IEP and determine placement
• Develop instruction
• Evaluate student progress
• Determine support services
• Determine skills for community participation
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3. Types of Assessment
• Formal
– Physical fitness tests,
– gross motor development tests,
– skill and/or motor proficiency tests
• Informal
– Checklists,
– rubrics,
– activities,
– observations
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4. Components of Assessment for
the IEP Process
• Formal tests
• Parental Reports
• Observations in general
environment
• Conversations with related service
personnel, classroom teachers,
and general physical educator
• Conversations with the student
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5. Assessment Process
at a Glance
• Referral
• Screening
• Formal assessment
• Determine strengths and weaknesses
• Make conclusions and recommendations
• Determine IEP goals with the IEP team,
based on evaluation process
• Determine placement based on IEP goals
• Implement and monitor IEP, report regularly
• Revisit IEP yearly
• Reevaluate every 3 years
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6. Authentic Assessment
• Testing in the natural environment in
which the skills will be used
• Provides a picture of skill
performance under the
influence of constraints
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7. Test Categories
• Normative-referenced
– Compares performance to that of
others of the same age and
gender
• Criterion-referenced
– Evaluates students ability to
complete a task based on set
criteria
• Content-referenced
– Evaluates performance on the
parts of a skill
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8. Test Selection Considerations
• Need for standardized test
• Adequacy of test standardization
• Administrative feasibility
• Student’s type of disability
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9. Test Standardization
• Given to a large group of people
under the same conditions
• Tests should be
– Valid (measures what it claims to
measure)
– Reliable (similar results with repeated
administrations)
– Objective (free from bias)
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10. Areas Impacting Feasibility
• Cost
• Equipment
• Training of tester
• Purpose of the test
• Time
• Personnel
• Standardization sample
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11. Testing Guidelines
• Become familiar with the test
• Use ‘crib notes’
• Well lighted, comfortable environment
• Carefully planned placement of equipment
• Midmorning or midafternoon
• Establish rapport with the student
• Allow repeat trials if needed
• Limit time period
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12. Organizing Results
• Interpret results shortly after testing
• Chart data to assist with locating strengths
and weaknesses
• Analyze data to identify themes and
determine possible underlying causes of
motor deficits
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13. Reporting Results
• Always start with something positive about the
student
• Describe strengths and weaknesses
• Report subtest scores and include a narrative
describing how the student executed test
items
• Include information from informal testing and
conversations with the student, parent, general
physical educator, and/or related service
personnel
• Include conclusions and recommendations
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14. Qualifying Criteria
• Varies by school district
• Beyond one standardization below the
mean, below the 25th percentile, or below
one year for the age of the student are
common guidelines
• Must also consider performance in the
affective domain
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15. Example
• Adam: 8 year old
– Diagnosis: Asperger syndrome (Autism
Spectrum Disorder)
– Tested for motor skills
• Test of Gross Motor Development-2
• Bruininks-Ostersky Test of Motor
Proficiency
• Visual screening for visual acuity, depth
perception and tracking ability
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16. Adam’s Strengths
• Running • Tracing Mazes
• Galloping • Cutting out a circle
• Sliding • Color Vision
• Leaping • Visual acuity at near
• Sliding to the left point
• Stopping the • Central fusion at near
response stick point
• Vertical phoria at far
point
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17. Adams’ Challenges
• Hop 3 times in succession
• Follow through when jumping, striking, kicking, throwing, and
rolling
• Trapping the ball against the chest
• Dribbling a ball
• Sit-ups
• Long jumps
• Balance on one foot, eyes open and closed and stepping
over a stick
• Synchronizing limbs on opposite sides of the body
• Lateral visual phoria at near and far point, central fusion and
stereo vision at far point, and acuity of right eye at far point
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18. Observations
• Only child, living with mother and father
• Non-stop talker
• Loves dinosaurs, shared and described names of many
dinosaurs
• Sharing slowed down testing process
• Second day of testing he was upset the test administrator
did not remember the name of the dinosaurs
• Hurried through test items, not scoring well
• When he was encouraged to slow down, on certain items of
the test he scored well
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19. Results – page 1
• Showed ability to stop the response stick quickly,
indicating he understood cause and effect and had an
above average reaction time
• His attention to detail when cutting out a circle showed
visual motor control on up close items
• His inability to do sit-ups showed lack of abdominal
muscle strength
• His low performance on the long jump shows lack of
explosive strength
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20. Results – page 2
• His inability to hop on non-preferred leg, to use both
arms when jumping, and inability to slide to the right
shows possible delayed development on the left side of
the body
• His inability to synchronize movement of limbs across
the center of his body indicates a delay in cross-lateral
coordination
• His lack of central vision and inability to balance on one
foot with his eyes open, to step over a stick while
walking on a balance beam, to control his dribble, to
catch a thrown ball, or to trap the ball between his arms
and chest suggests a lack of depth perception
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21. Recommendations
• Program developed for Adam should
– Strengthen abdominal muscles, extensor, abductor, and
adductor hip muscles
– Complete gross motor activities wearing weighted cuffs
on his left wrist and ankle to assist with increasing
kinesthetic feedback and muscular development
– Participate in a swimming program to promote cross-
lateral coordination
– See a visual development specialist to determine depth
perception and methods of remediation
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22. Fitness Examples
• Right-Fit: Autism Workout
• Right-Fit: Autism Workout on Stability Ball
• Right-Fit: Basic Skills
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23. Jacob – Child Prodigy
• 13 year old math and science prodigy with
Asperger’s Syndrome
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24. Assessment Summary
• Assessment is integral to education process
• Use of assessment helps to
– Identify the students with developmental delays
– Diagnose the nature of the problem or delay
– Provides information to use when writing the student’s
IEP
– Develop instruction specific to each individual student’s
needs
– Evaluate student progress after treatment is instituted
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Notas del editor CPS Question #2 (MC) CPS Question #3 (MC) CPS Question #4 (MC)