Transcript CHAPTER 12 - LANGUAGE LEARNING AND DEVELOPMENT

SPE 3273
INTRODUCTION TO
ASSESSMENT
Week 1
Course Overview and Review of Competencies
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Demonstrate knowledge of historical and legal perspectives of early assessment and
intervention.
Demonstrate knowledge of IDEA regulations for assessment of children from birth to
three.
Demonstrate knowledge of roles and responsibilities of different early childhood and
early intervention personnel in the assessment process.
Demonstrate knowledge of the genetic, organic and environmental determinants of risk
factors and atypical development in infancy
Demonstrate knowledge of causes and characteristics of disabling conditions in infancy.
Demonstrate knowledge of observational procedures used to evaluate infant and toddler
environments.
Demonstrate knowledge of environmental arrangement strategies for assessment.
Demonstrate knowledge of the different types and purposes of assessment and
importance of involving families in all assessment and intervention activities.
Demonstrate knowledge of the importance of a functional and developmentally
appropriate environment for assessment activities
Demonstrate knowledge of assessment procedures appropriate for use in different early
intervention program models.
Demonstrate knowledge of how assessment results are used to develop educational and
intervention programs for infants.
Demonstrate knowledge of qualitative and quantitative methods for monitoring
progress.
Demonstrate knowledge of future trends and issues in early assessment.
Historical Perspectives
• Constancy of IQ:
• Concept of Predeterminism:
People-First Language
• According to the National Organization
on Disability , more and more people
believe living with a disability "should
mean living in a supportive community"
and thus "they are...changing their
language to show respect for persons
with disabilities."
Legal Perspectives
Civil Rights Movement
• Many authorities believe that the civil rights movement was
the major impetus for the gradual acquisition of rights for
individuals with disabilities. We will discuss early litigation
and litigation related to individuals with disabilities.
Early Litigation
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1954 Brown v. Board of Education
– Challenged: Separate-but-equal stance of the public schools, many local public
school districts operated separate schools for white children and separate
schools for black children
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1967 Hobsen v. Hansen
– Challenged: Procedure of placing children in educational tracks based on test
scores, many children from underrepresented groups and low income homes
placed in special education tracks
– Ruling:
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1970 Diana v. Board of Education
1972 Larry P. v. Riles
– Challenged: Inappropriate or incorrect labeling of children from
underrepresented groups
– Ruling:
Litigation Related to
Individuals with Disabilities
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1971 PARC v. Commonwealth of Pennsylvania
1972 Mills v. Board of Education of Washington D.C.
– Challenged: Exclusion of children from public schools who were diagnosed as
mentally retarded
– Ruling:
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1971 Wyatt v. Stickney
– Challenged: Inappropriate treatment of individuals who resided in large state
residential facilities
– Ruling:
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1972 New York ARC v. Rockefeller (Willowbrook Case)
– Challenged: inhumane treatment of individuals who resided in
large state residential facilities
– Ruling:
Theoretical Perspectives
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Nativist - Development is genetically determined and occurs
through maturation.
Behaviorist - Development is viewed as resulting from the
external reinforcement of associations between environmental
stimuli and behavioral responses.
Interactionist - Development is viewed as resulting from interactions
between the organism and the environment.
Information Processing - Development is viewed in terms of changes in
memory storage capacities and use of different types of cognitive
strategies.
Connectionist - Development or the acquisition of knowledge is similar to
the central nervous system, in which neurons activate and inhibit each
other in complex networks.
Social- Constructivist - Development is viewed as the internalization,
and transformation of routines, skills and ideas that children learn through
participation in shared activities with adults or more capable peers.
Systems Theory - Development occurs as a result of complex
interactions among interdependent subcomponents of a system. New
global patterns of behaviors that are different from the sum of their
individual components emerge.
IDEA Eligibility Policies and Assessment
Regulations
Public Law 94-142: The Education for All
Handicapped Children Act of 1975
• Mandated a free and appropriate public
education for all children with disabilities from
6 through 21 years
• Ensured right to due process
• Mandated education in the least restrictive
environment
• Mandated Individualized Education Programs
Public Law 94-142
Amendment 1
Public Law 99-457: The Education for all Handicapped
Children Act Amendment of 1986
• Established program to assist states in the development of a
comprehensive, multidisciplinary, and statewide system of
early intervention services for infants and toddlers from birth
to age 3
• Authorized discretionary programs
• Included guidelines for transition plans
Public Law 94-142
Amendment 2
Public Law 101-476: The Education for all Handicapped
Children Act Amendment of 1990
• Changed the name of the Education of the Handicapped Act
(EHA) to the Individuals with Disabilities Education Act (IDEA)
• Reauthorized and expanded discretionary programs
• Mandated transition services and assistive technology services
to be included in a child's or youth's IEP
• Added autism and traumatic brain injury to the list of
categories of children and youth eligible for special education
and related services.
Public Law 94-142
Amendment 3
Public Law 102-119: The Individuals with Disabilities
Education Act (IDEA) Amendment of 1991
• Refined and clarified sections of IDEA
• With respect to family assessment, the phrase "strengths and
needs" was replaced with "resources, priorities, and concerns
• Required that IFSPs include a statement of the natural
environments in which early intervention services will be
provided
• Added that the service coordinator can be a person who is
qualified to carry out all responsibilities under Part C
• .Required informed written consent from parents before early
intervention services are provided
Public Law 94-142
Amendment 4
Public Law 105-17: The Individuals with Disabilities
Education Act (IDEA) Amendment of 1997
• Enhanced the emphasis on parent involvement
• Included modifications for individualized education programs
in relation to the general curriculum
• Emphasized a focus on collaboration between regular and
special educators
Public Law 94-142
Amendment 5
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Public Law 108-446: Individuals with Disabilities
Education Act (IDEA) Amendment of 2004
Standard for highly qualified teachers established
State Personnel Development Grants will be used to recruit,
prepare and retain well-qualified teachers
States have option to develop a seamless system to for
children birth through five
When there are parent complaints, law requires that
resolution of the problem must be attempted before a due
process hearing can occur
Alternate assessments are part of state and local
accountability systems and aligned to alternative state
standards
Types of Assessment
• Norm-Referenced Assessments. This type of assessment
compares a student's development to a group of other students
who are similar in age, sex, geographic location, income level,
race, disability and/or cultural background.
• Criterion-Referenced Assessments. This type of assessment
compares a student's abilities to a specified level of accuracy or
"criteria."
– Curriculum-based assessment is a special type of criterion-referenced
assessment. Curricular ideas or activities are provided for each assessment
item on this type of assessment.
Measurement Processes
• Screening tells us whether the student is in need of further
assessment in one or more areas of development. Screening
instruments are generally norm-referenced.
• Diagnosis tells us whether or not a problem exists, identifies the
nature of the problem, and tells us whether the student is
eligible for services. Diagnostic assessments are generally normreferenced.
• Program assessment tells us a student's current skill level or
baseline skills before intervention. Program assessments are
frequently criterion-referenced.
• Evaluation tells us how students progress over
time by comparing a student's skills before and
after intervention.
Teams and Teamwork
• Multidisciplinary teams maintain their respective
discipline boundaries with only minimal, if any,
coordination, collaboration, or communication
across disciplines. Each professional or service
provider provides assessment and intervention
services to children and families separately.
• Interdisciplinary teams have more coordination
and collaboration across disciplines as one team
member is assigned to coordinate services.
• Transdisciplinary teams consist of discipline
representatives, caregivers and parents who
provide continued support, consultation, and
direct assistance to one another and to the team
member who is the service provider.
Stages of Team Development
• Stage 1 - The Forming Stage
• Stage 2 - The Storming Stage
• Stage 3 – The Norming Stage
• Stage 4 - The Performing Stage
Characteristics of
Effective Teams
• Organizational Support
• Clear Roles Including the
Leadership/Facilitator Role
• Clear Goals
• Shared Norms Including a Common Language
• An Understanding and Appreciation for Each
Other’s Values
• Clear Decision-Making Process
• Open Communication
• Creative Conflict Management
• A Plan for Monitoring, Discussing, and Adjusting
Team Process and Structure
Rationale for Interagency
Collaboration
Can result in:
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Interagency Coordinating
Council
• The ICC consists of parents, representatives from public and private
providers of early intervention, representation from the state
legislature, representation from institutions of higher education, and
representatives from the appropriate state agencies involved in the
provision of or payment for early intervention services.
• Thus, at the direction of the law, a state-level council is in place
appointed by the governor, to advise and assist in planning,
developing, and implementing a coordinated, comprehensive
interagency program of early intervention services.
• Many states have extended the concept to the development of local
or community ICCs.
Service Coordination
• Role-Focused Approaches
• Resource Procurement Approaches
• Family Empowerment Approaches
Barriers to Interagency
Collaboration
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Competitiveness
Parochial Interests
Lack of Communication Skills
Resistance to Change
Concerns about Client Confidentiality
Inadequate Knowledge about Other Agencies and Programs
Negative Attitudes about Other Agencies and Programs
Political Naivete
Responsibilities of
the Service Coordinator
• Coordinating the Performance of Evaluations and
Assessments
• Facilitating and Participating in the Development,
Review, and Evaluation of the IFSP
• Helping Families Identify Available Service
Providers
• Coordinating and Monitoring the Delivery of
Available Services
• Informing Families of the Availability of Advocacy
Services
• Coordinating with Medical and Health Providers
• Facilitating the Development of a Transition Plan
to Preschool Services, If Appropriate
Determinants of Risk in
Infancy
Prenatal Period
(Period Extending from Conception to Birth)
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Genetic Factors
Chromosome Abnormalities
Mother's Age
Adequacy of Prenatal Care
Maternal Health Problems
General Health and Nutrition
Determinants of Risk in
Infancy
Perinatal Period
(Period from the 12th Week of Gestation Through the
Fourth Week after Birth)
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Medical Factors During Delivery
Prematurity
Low Birth Weight
Intraventricular Hemorrhage
Periventricular Echodensities
Respiratory Problems
Hyperbilirubinemia
Metabolic Problems
Determinants of Risk in
Infancy
Postnatal Period
(Period from 28 Days Following Birth to 11 Months)
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Quality of Attachment
Non-accidental Injuries
Mother's and Infants Quality of Nutrition
Availability of Well Baby/Hospital Health Care
Socioeconomic Status of Family
Infants General State of Health
Abnormal Reflex Patterns
http://library.med.utah.edu/pedineurologicexam/html/newborn_n.html
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Blink - To a flash of light or a puff of air, an infant closes both
eyes
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Babinski - When the side of an infant’s foot is stroked from
the heel toward the toes, the toes fan out and the foot twists
inward
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Babkin - When an infant is lying on his back, pressure applied
to the palms of both hands causes the head to turn straight
ahead, the mouth to open, and the eyes to close
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Grasping - Pressure on an infant’s palms produced by an
object like a parent’s finger causes the fingers to curl with a
strong enough grasp to support the infant’s own weigh
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Moro - The reflex pattern, which involves extending the arms
and then bringing them rapidly toward the midline while
closing the fingers in a grasping action, can be triggered by
several kinds of startling stimuli, such as a loud noise or
holding the infant horizontally face-up and then rapidly
lowering the baby about six inches
Abnormal Reflex Patterns
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Rooting - When an infant’s cheek is stroked lightly,
he turns his head in the direction of the stroked cheek
and opens his mouth to suck the object that stroked
the cheek
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Stepping - When an infant is held above a surface,
then lowered until the feet touch the surface, the
infant will make stepping movements like walking.
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Sucking - When an object such as a nipple or a finger
is inserted into an infant’s mouth, rhythmic sucking
occurs.
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Tonic Neck - An infant placed on his back tends to
turn his head to one side and to extend the arm and
leg on that side while flexing the limbs on the other
side.
Common Developmental
Disorders in Infancy
Health-Related Problems
Failure to Thrive
Infections
Feeding Problems
Craniosynostosis
High Altitudes
Common Developmental
Disorders in Infancy
Sensory Disorders
Hearing Impairment
Visual Impairment
Tactile Defensiveness
Common Developmental
Disorders in Infancy
Neuromotor Disorders
Cerebral Palsy
Spina Bifida
Muscular Distrophy
Seizure Disorders
Common Developmental
Disorders in Infancy
Congenital Disorders
Genetic Disorders
Chromosomal Disorders
Cognitive Disorders
Mental Retardation
Common Developmental
Disorders in Infancy
Social/Emotional/Communicative
Disorders
Attachment Disorders
Pervasive Development Disorders
Infantile Autism
Legal Requirements for
an IFSP
1. A multidisciplinary assessment of strengths and needs of
the infant or toddler and identification of services
appropriate to meet such needs;
2. A family assessment of the resources, priorities, and
concerns of the family and the identification of the
supports and services necessary to enhance the family’s
capacity to meet the developmental needs of their infant
or toddler with a disability; and
3. A written individualized family service plan developed by a
multidisciplinary team, including the parent or guardian.
Participants in Initial and
Annual IFSP Meetings
1. The parent or parents of the child.
2. Other family members as desired by the family.
3. An advocate or person outside the family, if the parent
requests that the person participate.
4. The service coordinator who has been working with the
family since the initial referral or who has been designated
by the public agency to be responsible for the
implementation of the IFSP.
5. A person or persons directly involved in the assessment
process.
6. As appropriate, persons who will be providing services to
the child or the family.
Planning for an IFSP
Meeting
1. Appoint a service coordinator to organize all aspects of the
IFSP conference.
2. Solicit information from the family about their preferences
and needs regarding the conference.
3. In collaboration with the family, decide who should attend
the conference.
4. Contact and coordinate with other professionals who will
attend the meeting.
5. Arrange a convenient time and location for the meeting.
6. Assist families with logistical needs such as transportation
and child care.
Assessment of Family
Resources, Priorities, and
Concerns
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Lack of appropriate instruments
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Sends the wrong messages:
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Development of an IFSP
– A statement of the child’s present levels of academic achievement
and functional performance
– A statement of measurable annual goals
– A description of how the child’s progress toward meeting the annual
goals will be measured
– A statement of the special education and related services and
supplementary aids and services, based on peer-reviewed research
to the extent practicable
– A statement of the extent, if any, the child will not participate with
non-disabled children in the regular class
– A statement of any individual appropriate accommodations that are
necessary to measure the academic achievement and functional
performance of the child on State and district wide assessments
– The projected date for beginning services and the duration of
services
– Beginning not later than the first IEP to be in effect when the child
is 16, and updated annually thereafter, a statement of the transition
needs
The End
One class down,
three to go…
See you next week!