SPCD 527 Assessment for Diverse Exceptional Learners: Mental Retardation and Severe Disabilities

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SPCD 527Assessment for Diverse Exceptional
Learners Mental Retardation and Severe
Disabilities

• Session 7

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.
Please check
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Todays Topic

• Observations and Behavioral Recording

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Quick questions or quandaries?
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Announcements

• Your second classroom-based assessment is due
  next week.
• In your small groups tonight, don't forget to
  divide up the readings for next week.
• Questions or comments? Come to office hours
  and/or e-mail us with questions.

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For this class session you read

• Cohen Spenciner, ch. 5,
• Taylor, AND
• McConnell

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Definitions

• Objective
• Free from personal feelings or prejudice based
  on facts unbiased
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• Websters Unabridged Dictionary

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Definitions
Subjective not directly caused by external
stimuli
Websters New Collegiate Dictionary
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Small Group Activity

• Group leaders pass out the envelopes provided.
• Sort the contents into two piles
• objective
• subjective

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Definitions

• Objective
• Free from personal feelings or prejudice based
  on facts unbiased
•  
• Websters Unabridged Dictionary

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Definitions
Subjective not directly caused by external
stimuli
Websters New Collegiate Dictionary
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Observations

• Objective
• vs.
• Subjective
• Statements

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• Did you really observe what you said you observed
  or are your observations really
  interpretations?
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Subjective?

• motivated...
• off task...
• interested...
• thinking hard...
• manipulative...
• trying...

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Objective

• descriptive
• observable
• measurable

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MISCONCEPTION ALERT!

• While you can and should assess students via
  observation and dialogue, you must have a focus
  and criteria for evaluation, and you must
  document your assessment.

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In other words...

• Observation

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Instead...

• I will observe
• What?
• How will I document my observations?
• How I will evaluate (and use the results of) my
  observations?

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Processing Pause

• Jot down THREE things that you have learned so
  far today that have a direct implication for your
  classroom instruction.
• Turn to your neighbor and share ONE thing that
  you will do differently in your classroom
  practice.

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FBA
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FunctionalBehavioral Analysis
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Want to know more about FBA?
SPCD 519!
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10 minute break
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Behavioral Recording

• Event recording
• Duration recording
• Latency recording
• Interval recording

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1. Event recording

• aka Frequency recording.
• How many times does a particular behavior occur
  during a specific period of time?
• NOTE This is not a good technique for behaviors
  that occur very frequently or those that occur
  over a long period of time (e.g. humming).

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Event Recording Examples

• http//www.specialconnections.ku.edu/cgi-bin/cgiwr
  ap/specconn/main.php?catassessmentsectionmains
  ubsectionddm/teachertools
• http//www.usu.edu/teachall/text/behavior/LRBIpdfs
  /Data.pdf

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Frequency
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2. Duration Recording

• How long does the student engage in a particular
  behavior?
• Example humming

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Duration Example

• http//www.specialconnections.ku.edu/cgi-bin/cgiwr
  ap/specconn/main.php?catassessmentsectionmains
  ubsectionddm/teachertools
• http//www.usu.edu/teachall/text/behavior/LRBIpdfs
  /Data.pdf

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Duration
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3. Latency Recording

• How long does it take for the student to respond
  to a particular stimulus?
• NOTE This can be particularly useful with
  students who have had a head injury and have
  difficulties with response delay.

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Latency Example

• http//www.specialconnections.ku.edu/cgi-bin/cgiwr
  ap/specconn/main.php?catassessmentsectionmains
  ubsectionddm/teachertools
• http//www.usu.edu/teachall/text/behavior/LRBIpdfs
  /Data.pdf

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Latency
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4. Interval Recording

• Does the target behavior occur during particular
  time periods?
• This is different from event recording because
  the time intervals for recording the behavior are
  specified such as every 30 seconds.
• This can be difficult for a classroom teacher to
  use, however it is very useful for assessing
  frequently occurring behaviors.

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Interval-Event Recording Scatterplot
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Interval Recording Example

• http//www.specialconnections.ku.edu/cgi-bin/cgiwr
  ap/specconn/main.php?catassessmentsectionmains
  ubsectionddm/teachertools
• http//www.usu.edu/teachall/text/behavior/LRBIpdfs
  /Data.pdf

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How long should my interval be?

• It depends!!!
• What if the child engages in the behavior twice a
  day?
• What if the child engages in the behavior
  multiple times an hour?
• What if the child engages in the behavior
  multiple times a minute?

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Think-Pair-Share

• Think Apply this to the learning of one or more
  of your students performances.
• Pair Evaluate your peers analysis/application.
• Share What did you create?

Take notes!
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Direct Observation Tips

• Record data from multiple days on a single
  observation form.
• Record data on at least a part of all relevant
  time periods.
• Keep data recording forms in a consistent
  location accessible to all relevant staff.
• Collect data on at least 10-15 occurrences of the
  behaviors over at least 2-5 days before beginning
  to look for patterns.

ONeill et al., (1990)
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Main Points about Observations

• 1. Observation can and should be an important
  part of your overall assessment strategy.

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Main Points (cont.)

• 2. Effective observations
• have a clear purpose and focus
• are documented      
• rely on objective reporting, not
  subjective impressions, and
• are systematic.

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Five minute silent re-cap review
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Looking ahead

• Standardized Test Critiques!

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Please take a minute for the minute paper