EDIS 5040Spring, 2017 Pullen

EDIS 5040:Psychoeducational Assessment

Spring 2017

Instructor: Paige C. Pullen, Ph.D.E-mail: pullen@virginia.eduCredits: 3 hours Day and Time: Mondays 6:00 - 8:30Classroom: RuffnerOffice Phone: 434.242.9783Office Hours: by appointment

Honor Code:You should pledge all work in the spirit of the Honor System of the University of Virginia. I shall indicate the assignments and activities that you are to do individually and those that you can do collaboratively. You should write and sign the complete pledge at the end of all quizzes, examinations, individual assignments and papers: "I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)". Please refer to the University Graduate Record for more information regarding the Honor Code.

Students with Disabilities:

All students with special needs requiring accommodations should present the appropriate paperwork from the Student Disability Access Center (SDAC). It is the student’s responsibility to present this paperwork in a timely fashion and follow up with the instructor about the accommodations being offered. Accommodations for test-taking (e.g., extended time) should be arranged at least 7 days before an exam.

The SDAC is located in the Department of Student Health and can be contacted at 434-243-5180/5181.

Counseling and Psychological Services:

While we as faculty always hope and strive for a positive learning community for you, our students at UVA, there are times when events, whether personal, at the university, or at a national or global level, disrupt lives of you and/or your peers and your sense of community. While these events can negatively impact your ability to focus on academics, they can also create opportunities to engage in meaningful and honest discussions about difficult and

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important topics. My personal hope is that you feel supported and that you reach out for help if needed. Although I sincerely hope that you do not need to contact them, I provide the information for the CAPS Center below.

Harrison Bowne "Tersh" Smith Jr. Memorial Center for Counseling and Psychological Services (CAPS)Location: Student Health Center, 400 Brandon Avenue(two blocks from UVa Hospital on Jefferson Park Avenue between Monroe and Brandon Avenue)Daytime Phone (Monday – Friday): 434-243-5150After Hours and Weekend Crisis Assistance: 434-972-7004Fax: 434-243-6693

Course Description:

Graduate Record Course Description : Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.

Course Design: I’ve designed this course to broaden students' knowledge of assessment theories and methodologies. Particular emphasis will be placed on the use of these methodologies to develop instructional strategies for students with unique learning needs. I designed the course with two tracks: (a) special education and other school-based professional majors; and (b) communication disorders majors. Lecture, discussion, and workshop formats will be used to help students apply knowledge of assessment principles and procedures drawn from the literature, students' experiences, and the experiences of their peers.

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Student Learning Objectives:1. The student will demonstrate knowledge in areas related to:

a. the appropriate roles of assessment in teaching exceptional students and/or working with exceptional students in clinic-based settings.

b. the significance on assessment techniques of behavioral, academic, cultural, and economic differences among individuals.

c. contemporary techniques for assessing student progress and planning appropriate interventions for students at risk for or with disabilities (emphasis is on individuals with speech and language disorders, learning disabilities, intellectual disabilities, emotional and behavioral disorders, and traumatic brain injury.

d. the role of psycho-educational assessment in determining eligibility for special education or related services.

e. the interpretation of test data on language development, academic achievement, and behavioral functioning of students with or at risk for disabilities,

f. the use of summative and formative assessment data in the development and implementation of Individual Educational Programs (IEPs) and Individual Family Service Plans (IFSPs).

g. legal and policy issues that influence the assessment of exceptional learners, including HIPPA regulations, regulations of the IDEA, and Section 504 of the Americans with Disabilities Act.

2. The student will demonstrate the following skills:

a. evaluate formal instruments used to assess students for eligibility for services in special education programs and or speech-language clinics.

b. evaluate the relative value of norm-referenced and various criterion-referenced assessment procedures for determining eligibility, appropriate placement, and appropriate educational programming for students with learning and behavior disorders,

c. administration of frequently used formal assessment instruments, andd. design valid and useful informal assessment procedures.

Required Text:

For Students in the Special Education Program or Other School-Based Program:Overton, T. (2016). Assessing learners with special needs: An applied approach (8th ed.).

Columbus, OH: Pearson.For Students in the Communication Disorders Program:Shipley, K. G., & McAfee, J. G. (2016). Assessment in speech language pathology: A resource

manual (5th ed.). Boston: Cengage.

Selections from journals, other texts, and websites are listed on the class bibliography and will be made available on the Collab website. The class syllabus, lecture notes, grading rubrics, and other supporting materials will also be made available on the Collab website for the class.

Course Requirements and Assignments:

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Please note that none of these assignments can be completed successfully by simply expressing your opinion or depending exclusively on your experience. Because an essential component of professional behavior is to draw from the profession’s knowledge base, I expect students to work from a scholarly literature base when they prepare their responses for class activities/assignments.

Preparation, participation, and contribution:Attendance is mandatory. If you must miss a class, please let me know prior to the class. In-class discussions, activities and lab experiences are an essential component of the course. It is imperative that students attend all sessions and fully participates in order to complete the course successfully. A contribution log is in the resources section of UVACollab.

You are expected to have completed all readings before class; class discussions and lecture rely upon this information. Non-text readings are all available on the class Collab site.

Most classes will have an activity lab that provides students with the opportunity to apply the theories and concepts that they have learned through readings and lectures. Labs may consist of, but are not limited to, case studies, chapter exercises, collaborative activities, and various assessments.

QuizOne quiz will be administered online that is specific to you according to your major area of study (i.e., Communication Disorders or Special Education). The quiz covers readings from the textbook and lecture/course material. The quiz is closed book. You do not attend class the night of your scheduled quiz.

Data Analysis ProjectYou will be provided with data for a student from assessment measures about which you have learned. Using the data provided, you will write a parent report and a teacher report that includes an explanation of the results of the assessments in lay terms. For each report, you will provide suggestions as the expert in your field for the classroom or clinic setting as well as for the parents. I will provide several sets of data from which to choose that represent your various interests and specializations. I will provide a detailed information sheet in class.

Student Assessment Project

Guidelines for the Administration, Scoring, and Interpretation of the Woodcock – Johnson III, Tests of Achievement Brief Battery:

Each student will administer, score, and interpret the Woodcock-Johnson III Tests of Achievement-Brief Battery or other assessment as approved by the instructor. This is a practice administration only. Because practice administrations by novice evaluators are not considered valid, the results are to be kept confidential and may not be shared with the examinee and his or her family. Please ensure that the individual/parent whose cooperation you obtain for this assignment is fully aware of this before you administer the test. See Appendix for details.

Final Exam:

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The final exam will consist of case study, and short answer questions. The final exam is cumulative, open book and take-home. Please note that all pledged exams are due by the end of the final exam period as noted on the syllabus and cannot be accepted late.

Grading:Grades for the semester will be predicated on each student's performance on the activities described in the assignments section of this document. I shall assign final grades according to the following scale of A through F.

Grading Scale

99-100% A+ 80-82% B-95-98% A 78-79% C+90-94% A- 73-77% C87-89% B+ 70-72% C-83-86% B

Assignment Percentage of Grade Due Date

Participation, Preparation, and Contribution 10%

Weekly;Log Due on Last Day of

ClassQuiz (By program area) 15% 2/27; 3/13

Data Analysis Project 25% 4/3Administration, Scoring, and Interpretation of the WJ - III Brief Battery 25% 4/24

Final Exam 25% Due 5/8

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Tentative Course Schedule

Date Topic Deadline for Readings Assignment DueWeek11/23

Course OverviewTextbook ReviewStudent Introductions

Week21/30

Foundations of Assessment Overton, Chapters 1-2Shipley, Chapters 1-2

Week 32/6

Testing Terminology and Statistics Overton, Chapters 3-5Shipley, Chapters 3-4

Week 42/13

Academic Assessment: Achievement TestsWoodcock Johnson Tests of Achievement

All-Overton, Chapter 8

(On Collab for Communication Disorders Students)Selections from WJIII Examiner’s Manual

Week 42/20

Achievement TestsWoodcock Johnson Tests of AchievementWIAT

Selections from WJIII Examiner’s Manual

Week 5

2/27

Special Education Students OnlyCBM/RTI

Overton, Chapters 6-7 Online Quiz for Communication Disorders Students

Week 63/13

Communication Disorders OnlyAssessments for Communicative and Speech Disorders

Shipley, Chapters 5-6Online Quiz for Special Education Students

Week 7

3/20

Academic Assessments-Language and Literacy Shipley, Chapters 7-8

Week 83/27

Academic Assessment (con’t.)Key MathOral and Written Language

Overton, Chapter 9

Week 94/3

Assessment of BehaviorBASC-2Conners’ Ratings Scales - RevisedADHD Scales

Data Analysis Project Due

Week 104/10

Assessment for Autism Spectrum DisordersADOSCAR

All-Shipley Chapter 9(On Collab for Special Education Students)

Guest Lecturer-Dr. Stacy Dean

Week 11 4/17

Measures of Intelligence and Adaptive Behavior WISC UNIT Vineland Adaptive Behavior Scales – II

Overton, Chapter 10

Week 124/24

Communication Disorders--Assessments for Stuttering, Voice and Resonance

Special Education--Interpreting Assessment for Intervention

Chapters 11-12Overton, Chapter 13

WJ III ACH Project Due

Week 135/1

Culminating Activity Brixx Pizza; 7 pm

Final Exam Due May 8

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Procedural Details:

Please turn all electronic devices off in class. The APA (American psychological Association) style of writing and citation is expected of

special education and speech/language professionals. I realize that following the APA Manual can be tedious and may not fit for all assignments. However, I do expect that you come reasonably close in following the basics of APA style. See APA Suggestions handout on Collab or visit the following website, http://www.apastyle.org/, http://webster.commnet.edu/apa/index.htm, and http://www.apastyle.org/elecref.html

This course is rigorous and requires that you keep up with assignments by submitting work on time. Falling behind on projects will surely diminish your experience of this course and will negatively affect your acquisition of course knowledge and, potentially, your grade.

If you are a student with special needs, please let me know as soon as possible. Please have written documentation. You may also want to visit the following websites to review your rights and responsibilities as a student: http://vpsa.virginia.edu/policies/rights and http://www.virginia.edu/studenthealth/sdac.html

I do not allow “incompletes” in this class, except under extreme circumstances (Trust me, you not want to find out what I mean by “extreme.”)

Students must keep a copy of all assignments turned into the instructor. All papers must be stapled or clipped. Students must attach a copy of the appropriate rubric with each class project. Rubrics are on

the class website.

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Council for Exceptional Children: Initial Content Standard 8: Assessment

Assessment is integral to the decision making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions.

Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress.

Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.

Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments.

Special educators collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making.

Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs.

Special educators use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs.

Special educators regularly monitor the progress of individuals with exceptional learning needs in general and special curricula. Special educators use appropriate technologies to support their assessments

[CEC, 2009, p. 4].

KnowledgeKey for CEC Standards ICC = Initial Common Core IGC = Individualized General Education Curricula IIC = Individualized Independence Curricula K = Knowledge S = Skills

• Basic terminology use in assessment (ICC8K1)

• Legal provisions and ethical principles regarding assessment of individuals (ICC8K2)

• Screening, prereferral, referral, and classification procedures (ICC8K3)

• Use and limitations of assessment instruments (ICC8K4)

• National, state or provincial, and local accommodations and modifications (ICC8K5)

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• Specialized terminology used in the assessment of individuals with exceptional learning needs (IGC8K1, IIC8K1)

• Laws and policies regarding referral and placement procedures for individuals with exceptional learning needs (IGC8K2, IIC8K2)

• Types and importance of information concerning individuals with exceptional learning needs available from families and funding agencies (IGC8K3, IIC8K3)

• Procedures for early identification of young children who may be at risk for exceptional learning needs (IGC8K4)

Skills

• Gather relevant background information (ICC8S1)

• Administer nonbiased formal and informal assessments (ICC8S2)

• Use technology to conduct assessments (ICC8S3)

• Develop or modify individualized assessment strategies (ICC8S4)

• Interpret information from formal and informal assessments (ICC8S5)

• Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds (ICC8S6)

• Report assessment results to all stakeholders using effective communication skills (ICC8S7)

• Evaluate instruction and monitor progress of individuals with exceptional learning needs (ICC8S8)

• Create and maintain records (ICC8S9)

• Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with exceptional learning needs (IGC8S1, IIC8S1)

• Use exceptionality-specific assessment instruments with individuals with exceptional learning needs (IGC8S2, IIC8S2)

• Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with exceptional learning needs (IGC8S3, IIC8S3)

• Assess reliable method(s) of response of individuals who lack typical communication and performance abilities (IGC8S4, IIC8S6)

• Adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptional learning needs (IIC8S)

• Monitor intragroup behavior changes across subjects and activities (IGC8S5, IIC8S7)

COURSE REFERENCES & RESOURCES

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Web Modules

The IRIS Center for Training Enhancements. (2004). Classroom assessment (part 1): An introduction to monitoring academic achievement in the classroom. http://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm

The IRIS Center for Training Enhancements. (2004). Accountability: High-stakes testing for students with disabilities. http://iris.peabody.vanderbilt.edu/hst/chalcycle.htm

Books

American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association Page 5 of 18

Goh, D. (2004). Assessment accommodations for diverse learners. Boston: Pearson Education, Inc.

Herrera, S., Murry, K., & Cabral, R. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students, Boston: Pearson Education, Inc.

Pennington, Bruce. (2009). Diagnosing learning disorders: A neuropsychological framework, 2nd edition, NY: Guilford Press, Inc.

Pierangelo, R. and Giuliani, G. (2006). The special educator’s comprehensive guide to 301 diagnostic tests, revised and expanded edition. CA: Jossey-Bass

Rhodes, R., Ochoa, S., & Ortiz, S. (2005). Assessing culturally and linguistically diverse students: A practical guide. NY: Guilford Press.

Journal Articles

2006 Special Series: Using Response to Intervention to Assess Learning Disabilities. Assessment for Effective Intervention, 32(1).

Angello, L. M., Volpe, R. J., DiPerna, J. C., Gureasko-Moore, S. P., Gureasko-Moore, D. P., Nebrig, M. R. & Ota, K. (2003). Assessment of attention-deficit/hyperactivity disorder: An evaluation of six published rating scales. School Psychology Review, 32(2), 241-262.

Burns, M. (2002). Comprehensive system of assessment to intervention using curriculum-based assessments, Intervention in School and Clinic, 39(7), 8-13.

Garcia, S. B & Ortiz, A. A. (2006). Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children, 38(4), 64-68.

Huebner, E. Scott. (1988). Bias in teachers’ special education decisions as a function of test score reporting format. Journal of Educational Research, 81, 217-220.

Mather, N. & Wendling, B. (2003). Instructional implications from the Woodcock-Johnson III. In Schrank, F.A. & Flanagan, D.P. (Eds.). WJ-III clinical use and interpretation: Scientist practitioner perspectives. San Diego, CA: Academic Press.

Rourke, B. (2005). Neuropsychology of learning disabilities: Past and future. Learning Disability Quarterly, 28, 111-114.

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Shinn, M. (2007). Identifying students at risk, monitoring performance, and determining eligibility within response to intervention: Research on educational need and benefit from academic intervention. School Psychology Review, 36(4), 601-617.

Yell, M., Katsiyannas, A., and Shiner, J. (2006). The No Child Left Behind Act, adequate yearly, progress, and students with disabilities. Teaching Exceptional Children, 38(4), 32-39.

Ysseldyke, J., Burns, M., Scholin, S., and Parker, D. (2010). Instructionally valid assessment within response to intervention. Teaching Exceptional Children, 42(4), 54-61.

Zirkel, P. (2006). What does the law say? Teaching Exceptional Children, 38(3), 62-63.

Web Resources

National Center on Response to Intervention: http://www.rti4success.org

NASP: RTI Information: http://www.nasponline.org/resources/rti/index.aspx

Intervention Central: http://www.interventioncentral.org Direct Behavior Report: http://www.directbehaviorratings.com NASP Resources for Educators: http://www.nasponline.org/educators/index.aspx Council for Exception Children website: http://www.cec.sped.org National Dissemination Center for Children with Disabilities (NICHCY): http://www.nichcy.org/training/contents.asp What Works Clearing House: http://ies.ed.gov/ncee/wwc/

National Center for Learning Disabilities: http://www.ncld.org National Center on Response To Intervention: http://www.rti4success.org/

Research Institute of Progress Monitoring: http://www.progressmonitoring.org/

RTI Plus: http://www.educationprocesssolutions.com. DIBELS website: http://DIBELS.uoregon.edu Speech Language Services in Schools (Guidelines for Virginia) http://www.doe.virginia.gov/special_ed/disabilities/speech_language_impairment/speech_lang_pathology_services.pdf

The Behavior Reporter: http://www.jimwrightonline/php/tbrc/tbrc/php Research Institute on Progress Monitoring: http://progressmonitoring.org

Speech Language Services-Evidenced Based Practices http://www.asha.org/Research/EBP/

Cognitive Referencing—ASHA Position Statementhttp://www.asha.org/SLP/schools/prof-consult/Cognitive-Referencing/

Assessment and Evaluation of Speech Language Disorders in Schools

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http://www.asha.org/SLP/Assessment-and-Evaluation-of-Speech-Language-Disorders-in-Schools/

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Test Administration Instructions:1. You will need to find an examinee for this project and administer the WJ III ACH. This can

be any person you choose but please obtain written permission from the subject’s parent or guardian if he or she is under the age of 18 or permission of the individual if he or she is 18 or older. Permission slips can be found on Collab

2. Administer and score the following subtests test using the procedures specified by the author(s)/publisher:

Test 1: Letter-Word Identification Test 2: Applied Problems Test 3: Spelling Test 4: Passage Comprehension Test 5: Calculation Test 6: Writing Samples Test 7: Reading Fluency Test 8: Math Fluency Test 9: Writing Fluency

1. You can use the WJ III Compuscore and Profiles program to score the tests. Standard Scores and Percentile Ranks should be used as the basis for interpreting scores.

2. Submit the following WJ III Compuscore report: Score report based on age norms.

3. Submit the signed permission slip and test protocol along with a 4-5 page typewritten summary of the following information:

a) Demographic information (use pseudonyms).b) List of tests administeredc) One paragraph narrative description of the subject’s behavior during the test.d) Cluster and subtest scores in tabular format.e) Interpretation of the test scores.f) Recommendations based on the information obtained from the assessment

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Assignment Requirements & Grading Rubric for WJ-III Administration

Part A

5 points

Select a student between 5 and 18 years old to administer the WJ-III.Obtain parental permission to conduct the administration and make sure they know this is a practice administration, and no valid results will be made available.Administer all 9 subtests of the WJ-III to your subject

10 points Print and hand in copies of the:(a) Score Report,(b) Summary and Score Report,(c) RPI, and(d) Standard Score/Percentile Rank Profile.

Part B

25 points

Write a detailed summary of (a) what each subtest measures, (b) provide reliability & validity information for each subtest, and (c) interpret how the subject you tested performed using specific data (e.g., percentile ranks, RPI, etc.) in your description. Your interpretation should make specific mention of performance on individual subtests, but also the various clusters:

a. Broad Readingb. Broad Mathc. Broad Written Languaged. Math Calculation Skillse. Academic Skillsf. Academic Applicationsg. Academic Fluencyh. Total Achievement

Part C

25 points Analyze the results based on the data you provided in the previous section. Be sure to include the strengths and weaknesses of your subject. Follow the guidelines provided on Collab

35 points

Given the results of your analysis, what are the instructional implications for this student? Mention evidence-based practices you would use in concert with the CBM plan.Should any further assessments be given? Which ones?Create a sample CBM plan for 1 academic area where the student may need improvement (if they are doing well in all areas suggest an opportunity to use CBM for enrichment.

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