Questions and Answers
The potential to learn is the result of which of the following? (Select all that apply)
What is dynamic assessment based on?
Vygotsky's theory of social learning
The goal of dynamic assessment is to determine if a child's language skills can be modified.
True
Graduated prompting involves ____ level of prompts or scaffolding.
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What does Response to Intervention (RTI) require before making a referral for special education?
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Under RTI, schools can use up to ____% of federal funds for children who are not categorized as special education.
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The RTI model emphasizes 'wait-to-fail' approaches.
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What happens after a child fails to show adequate response to intervention at level 3?
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Match the assessment types with their focus:
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Who are typically the team players involved in cross-battery assessment?
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Eligibility for services in the medical model does not require evidence of a disorder.
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Educational model eligibility is dictated by which act?
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What is the purpose of criterion referenced assessments?
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When is Criterion-Referenced Assessment used?
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What are the types of criterion-referenced measures?
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Which of the following are types of Criterion-Based Assessment Models?
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How are Criterion-Referenced tests commonly created?
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Norm-referenced assessments compare individuals to normative data.
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Criterion-referenced assessments compare individuals to developmental norms.
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What are the strengths of Criterion-Referenced Assessments?
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Why is knowing about optimal or typical performance important?
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What are the guidelines for evaluating standardized, criterion-referenced measures?
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What steps are involved in developing a Criterion-Referenced Assessment?
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What types of observational assessment exist?
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When may Observational Assessments be preferred?
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Why is dynamic assessment important?
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Static assessment measures what has already been acquired.
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What is the concept of metacognition?
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What is the goal of functional observational assessment?
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Study Notes
Purpose and Definition
- Criterion-referenced assessments evaluate proficiency and mastery of specific skills.
- Score interpretations are based on individual performance against set standards.
Situational Usage
- Utilized when norm-referenced tests are unavailable or unsuitable.
- Necessary for gathering specific information about a client’s skills or behaviors.
- Important for informing treatment decisions.
Types of Criterion-Referenced Measures
- Direct observation of client performance.
- Reports from clients, parents, or caregivers.
- Direct elicitation of targeted behaviors.
Assessment Models
- Includes observational assessments, portfolio assessments, and dynamic assessments.
Creation of Criterion-Referenced Tests
- Involves standardized commercial products, published measures, and clinician-created assessments.
Comparisons
- Norm-referenced assessments compare an individual to normative data.
- Criterion-referenced assessments compare individual performance to developmental norms or typical standards.
Strengths of Criterion-Referenced Assessments
- Delve deeply into specific communication behaviors.
- Assess optimal versus typical performance.
- Tailored assessments relevant to individual clients.
- Enable observation of skills across diverse contexts.
Importance of Skill Level Awareness
- Understanding how skills progress allows for better targeted interventions.
- Differentiates between emerging skills and generalized abilities.
Evaluative Guidelines for Standardized Measures
- Ensure clear definitions, evidence of validity and reliability, and appropriate user qualifications.
Steps for Developing Assessments
- Identify the main question, select items, and formulate guidelines based on desired responses.
Observational Assessment Characteristics
- Used to assess performance against established standards.
- Preferred when traditional formal assessments do not capture client difficulties.
Functional Observational Assessment Goal
- Understand the interaction between abilities and environmental demands.
- Assess holistic influences on a client’s functioning beyond isolated skills.
Characteristics of Observational Approach
- Conducted in natural or structured settings to capture true abilities.
- Requires a comprehensive view of the client’s environment and behaviors.
Collaboration in Assessment
- Involves interdisciplinary teamwork to provide a well-rounded evaluation.
- Multidisciplinary approach means professionals work independently under one common goal.
Settings for Criterion and Observational Assessments
- Utilized in classrooms, vocational settings, and home environments.
Conflicting Information between Assessments
- Observational data may reflect better performance than standardized tests, especially in context-rich environments.
Portfolio Assessment Overview
- A systematic collection showcasing a client’s communication skills across various contexts.
- Can be used for screening, assessing, and monitoring progress.
Benefits of Portfolio Assessment
- Authentic and functional, reflecting real-world skills and contextual variations.
- Allows collaborative efforts between clinicians and caretakers.
Dynamic Assessment Overview
- Integrates performance measurement with learning potential and response to instruction.
- Essential for identifying effective intervention strategies.
Dynamic Assessment Process
- Involves interactive teaching where clinicians guide clients aimed at discovering emerging skills.
- Assesses ability to learn rather than just existing knowledge.
Metacognition and Learning
- Self-awareness of one’s own thinking which enhances learning.
- Starts developing around ages 5 to 7 and allows for generalization of skills.
Importance of Scaffolding and Cues
- Scaffolding involves providing support that can be internalized by learners.
- Cues assist learners in timing and quality of their responses.
Intentionality and Meaning in Learning
- Explaining reasoning behind learning experiences helps clients grasp task importance.
Response to Intervention (RTI)
- Characterized by three tiers of support: direct classroom instruction, targeted interventions, and intensive one-on-one support for less responsive students.### Providers in Educational Support
- Include special education teachers, ESL teachers, speech-language pathologists (SLP), and behaviorists.
RTI Funds
- Up to 15% of federal funds are allocated for children who are not classified as special education.
- Special education funds can be utilized for at-risk children.
- Focuses on early intervention for children experiencing reading difficulties, including bilingual students.
- Early Childhood Intervention (ECI) services address developmental delays.
Differences in Assessment within RTI Model
- Emphasizes prevention and identification of at-risk students, eliminating the "wait-to-fail" approach.
- Requires collaboration and consultation during the assessment process.
- Reduces reliance on standardized tests for evaluations.
RTI and Assessment Techniques
- Progress monitoring utilizes dynamic assessments, portfolio assessments, and both criterion-referenced and norm-referenced evaluations.
Post-RTI Process
- If a child does not respond adequately to interventions at level 3, a referral for special education evaluation to determine disability may occur.
SLP's Unique Contributions in RTI
- Highlights the critical role of language in academic learning and achievement.
- Addresses the relationship between spoken and written language.
- Provides information on evidence-based practices (EBP) for literacy assessment and intervention.
- Offers expertise in child-centered language instruction strategies.
Advantages of RTI for SLP
- Results in smaller caseloads, allowing for more individualized attention.
- Potentially leads to a greater impact on student outcomes.
Cross-Battery Assessment
- Involves strategically selecting subtests from norm-referenced tests instead of administering entire tests, enhancing assessment effectiveness.
Team Players in Cross-Battery Assessment
- Key team members include SLPs, psychologists/neuropsychologists, and educational diagnosticians.
- May also involve physical/occupational therapists, school counselors, social workers, teachers, and behaviorists.
Eligibility in Medical Model
- Requires evidence of a disorder affecting functional skills and the potential benefit from treatment.
- Impacts payment approval/denial for services, influenced by various payers, like insurance, Medicaid, and Medicare.
Eligibility in Educational Model
- Governed by the Individuals with Disabilities Education Act (IDEA).
- Eligibility criteria include demonstrating a disability, having an educational need, and meeting criteria set by the Local Education Agency (LEA).
- Requires a need for specialized SLP services.
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Description
Explore the concepts of learning potential as influenced by attention, discrimination, and motivation. This quiz also delves into dynamic assessment based on Vygotsky's theory, highlighting the importance of the Zone of Proximal Development.
