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Life Skills Assessment

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Title: Life Skills Assessment


1
Life Skills Assessment
  • SpEd 556

2
Norm-Referenced Tests
  • Norm-Referenced Tests
  • Compare an individuals performance to the
    performance of his or her peers
  • Emphasis is on the relative standing of
    individuals rather than on absolute mastery of
    content
  • Designed to separate the performances of
    individuals so that there is a distribution of
    scores

3
Norm-Referenced Tests
  • Useful for eligibility decisions
  • Students with DCD
  • Measures of intellectual functioning
  • Measures of adaptive behavior

4
Criterion-Referenced Tests
  • Rather than indicating a persons relative
    standing in skill development--measure a persons
    development of particular skills in term of
    absolute levels of mastery
  • Recommended for the purpose of assisting in
    planning appropriate programs for children
  • Identifies the specific skills that the student
    does or does not have (mastery)

5
Criterion-Referenced Tests
  • Information obtained from criterion-referenced
    tests facilitate the writing of objectives
  • Test items sample sequential skills--identifying
    where to begin instruction and to understand the
    instructional sequence

6
Brigance Assessments
  • Brigance Diagnostic Inventory of Basic Skills
  • Brigance Diagnostic Inventory of Essential Skills
  • Brigance Diagnostic Life Skills Inventory
  • Brigance Diagnostic Employability Skills Inventory

7
Brigance Diagnostic Comprehensive Inventory of
Basic Skills
  • Assessment of 203 skill sequences in
  • Readiness
  • Speech
  • Listening
  • Reading
  • Spelling
  • Writing
  • Research and study skills
  • Graphs Maps
  • Math
  • Primarily used to
  • Assess elementary and middle school students
  • Prekindergarten to grade nine
  • Assess basic academic skills
  • Measurement is
  • Criterion-referenced
  • Focus on the content rather than comparison to
    others

8
Brigance Basic SkillsMath Skills
  • Grade placement
  • Numbers
  • Number facts
  • Computation
  • Fractions
  • Decimals
  • Percents
  • Time
  • Money
  • Measurement

9
Brigance Basic Skills
  • Inventory may be used as
  • Assessment Instrument
  • Identify areas of strength and weakness
  • To identify basic skills within areas
  • Identify instructional objectives
  • Instructional guide
  • Objectives stated in functional and measurable
    terms
  • Record-keeping and Tracking System
  • The instrument
  • Gives continuity to your program of basic skills
  • Simplifies and combines the processes of
    assessing, diagnosing, record-keeping, and
    instructional planning

10
Brigance Diagnostic Inventory of Basic Skills
  • Administration
  • Too extensive to be administered in its entirety
  • Decide what assessment will provide the most
    valuable data within reasonable time
  • Initiate assessment at the skill level where
    student can be successful (refer to grade levels
    in manual)
  • Student Record Book
  • Color coding
  • Ongoing, graphic, specific, and easily
    interpreted record (see overheads)

11
Brigance Diagnostic Inventory of Essential Skills
12
Brigance Inventory of Essential Skills
  • Two parts--
  • Section A through T--basic academic skills
  • Sections U through Z--applied skills
  • Applied Skills
  • Health Safety
  • Vocational
  • Money Finance
  • Travel Transportation
  • Food Clothing
  • Oral Communication Telephone Skills

13
Brigance Inventory of Essential Skills
  • Includes
  • 186 skill sequences
  • 10 rating scales
  • Easy to follow format
  • Has two forms (AB)
  • Easily adapted to accommodate different
    assessment situations

14
Brigance Diagnostic Life Skills Inventory
  • Albert H. Brigance
  • Curriculum Associates, Inc.

15
Brigance Life Skills Inventory
  • Areas assessed
  • Listening
  • Speaking
  • Reading
  • Writing
  • Comprehending
  • Computing
  • Within context of everyday life situations

16
Brigance Life Skills Inventory
  • Subscales
  • Speaking listening skills
  • Functional Writing Skills
  • Words on common signs and warning labels
  • Telephone Skills
  • Money and finance
  • Food
  • Clothing
  • Health
  • Travel transportation

17
Brigance Employability Skills Inventory
  • Albert H. Brigance
  • Curriculum Associates, Inc.

18
Brigance Employability Skills Inventory
  • Subscales
  • Reading grade placement
  • Career Awareness and Self Understanding
  • Job seeking skills knowledge
  • Rating scales
  • Self concept, attitudes, responsibility,
    self-discipline, motor coordination, thinking
    skills, job-interview
  • Reading skills (in relation to employment)
  • Speaking listening skills
  • Preemployment writing
  • Math skills concepts

19
Checklist of Adaptive Living Skills
20
Checklist of Adaptive Living Skills (CALS)
  • Criterion-referenced, individually administered
    measure (infants to mature adults)
  • Tool for program planning
  • Determine instructional needs
  • Develop individualized training objectives
  • Monitor progress of learners
  • Can be used
  • each time the learners long-term goals are
    evaluated
  • each time learner experiences major change in
    environment
  • each time there is need to select new or
    different skill areas for evaluation

21
Checklist of Adaptive Living Skills (CALS)
  • 800 specific adaptive behaviors
  • Four domains
  • Personal living skills
  • Home living skills
  • Community living skills
  • Employment skills
  • Broad domains subdivided into 24 specific skills
    modules
  • Items arranged in order of progressive difficulty

22
Life Centered Career Education Batteries (LCCE)
  • Don Brolin
  • Council for Exceptional Children (CEC)

23
LCCE Knowledge Battery
24
LCCE Knowledge Battery
  • Standardized, Criterion-Referenced Assessment
  • Developed to be used with 7-12 grade students
  • 200 multiple choice questions that cover 20 of
    the 22 competencies
  • Sample of basic knowledge

25
LCCE Performance Battery
  • Nonstandardized, criterion-referenced instrument
  • Assesses 21 of the competencies
  • Items are performance based

26
COACH
27
Selecting Curriculum Areas
  • Selected Academics
  • Home
  • School
  • Community
  • Vocational
  • Communication
  • Socialization
  • Personal management
  • Leisure and Recreation

28
Additional Learning Outcomes
  • Step 2 designed to identify learning outcomes
    beyond the priorities selected during the Family
    Interview (top 8 priorities)
  • Additional learning outcomes may come from
  • Coach items that were not previously prioritized
  • General education

29
General Supports
  • Step 3 is designed to determine and document
    general supports that are necessary for the
    student to access and participate in his or her
    individualized education program
  • They clarify what other needs to do to or for the
    student

30
Scheduling Matrix
  • The purpose of this step is to explore scheduling
    possibilities by comparing the students
    educational program components to general class
    activities.

31
Assessment Overview
  • Brigance Scales
  • Assess basic skills, life skills, employability
    skills (direct assessment with some indirect with
    rating scales)
  • Checklist of Adaptive Behavior (CALS)
  • Criterion-referenced adaptive behavior assessment
    (indirect assessment)
  • LCCE Batteries
  • Knowledge Battery-direct assessment of students
    knowledge of like skill issues
  • Performance Battery-direct assessment of
    students performance relative to life skills
    (with some rating scales)
  • COACH
  • Assessment process that identifies prioritizes
    student needs, additional learning outcomes, and
    general supports to include addressing how needs
    can be addressed in the general education
    classroom
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