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Chapter 10: Assessment of Intelligence


 * DISCUSSION QUESTIONS **

Discuss the importance of using both informal and norm-referenced reading assessments when gathering information to plan special education programs. IRIs typically provide three reading levels. Describe these levels and the importance of each. The three reading levels are: the Independent Level, the Instructional Level, and the Frustration Level. A student’s independent level is the level of graded reading materials that can be read easily with a high degree of comprehension and few errors in decoding. At this level, the student reads independently, without instruction or assistance from the teacher. Reading materials at the student’s Instructional level are somewhat more difficult; this is the level appropriate for reading instruction. Materials at the Frustration Level are too difficult for the student; decoding errors are too frequent and comprehension too poor for instruction to occur.

Describe three approaches to reading instruction—bottom up, top down, and interactive. Discuss the pros and cons of each approach. In the bottom up model, it is hypothesized that proficient readers proceed from text to meaning; first, individual letters and words are perceived and decoded, and then comprehension of the text’s meaning takes place. Reading is considered a text-driven or stimulus-driven activity; it depends on the reader’s skill in lower level processes such as word recognition. In contrast, the top-down model emphasizes what are considered the higher level processes of comprehension. The skilled reader relies on prior knowledge and previous experience, questioning and hypothesis testing, and comprehension of meaning of textual material rather than decoding of individual text elements. The third model is the interactive model, which emphasizes both text and meaning. In this model, reading is viewed as “an interactive process where the reader strategically shifts between the text and what he/she already knows to contrast his/her response”( Walker,1992, p.7) . Explain the importance of phonemic awareness and phonological processing to the reading process. Phonemic awareness is an important readiness skill for the acquisition of beginning reading skills. Lerner (2000) defines this skill as “the ability to recognize that the words we hear are composed of individual sounds within the word”(p.268). Those individual sounds are called phonemes, thus the term phonemic awareness. Another term, phonological processing, is used to describe more complex operations with phonemes such as discrimination among phonemes, rhyming, sequencing, and recall. Because failure to develop phonological processing abilities can impede the acquisition of beginning reading skills, it is believed that young children with potential problems in this area should be identified so that they can receive appropriate training. To this end, several measures of phonological processing skills have been developed in recent years.

Chapter 8 1. Differentiate between specific learning abilities and learning strategies. The term specific learning abilities refers to an individual’s capacity to participate successfully in certain aspects of the learning task or in certain types of learning. Among the specific abilities that interest educators are attention, perception, memory, and the processes of receiving, associating, and expressing information. In young children, the development of specific abilities is often viewed as a precursor to the acquisition of academic skills. Specific abilities may be regarded as readiness skills. Learning strategies are a newer area of interest. Educators are concerned with the ways that individuals utilize specific learning abilities in situations that require the acquisition of new skills or information. Whereas assessment of specific abilities is essentially a static process, learning strategy assessment is dynamic. Its primary focus is the methods employed by the individual to interact with the demands of the learning task. 2. Identify the 4 primary sources of information about students’ specific learning abilities, learning strategies, and study skills. The four primary sources of information are: __School records__ may provide some clues to a student’s past or current levels of functioning. __Teachers__ have many opportunities to observe the specific learning abilities, strategies, and study skills of students in their classroom, __Parents:__ like teachers, parents have many opportunities to observe their child in learning situations. __The Student__ The student is an important participant both in the formal assessment of specific abilities and strategies and in informal assessment. 3. Identify the two methods approved by IDEA 2004 as means of identifying eligibility under the learning disability category. 4. Identify at least 3 characteristics of the response-to-intervention approach. The response-to-intervention (RTI) approach, as it is described in IDEA 2004 and its regulations, is based upon an examination of the student’s ability to profit from high quality instruction in order to show progress in the school curriculum. The National Joint Committee on Learning Disabilities (NJCLD) (2005), in a position paper on RTI, identifies theses core concepts of RTI: “(1) systematic application of scientific, research-based interventions in general education; (2) measurement of student responses to the interventions; and (3) use of the response data to change the intensity or type of subsequent intervention” (p.13).

Chapter 7 1) Learning aptitude refers to an individual’s capacity for altering behavior when presented with new information or experiences. 2) One early effort was the design of the Culture Fair Intelligence Tests ( Cattel, 1950, Cattel & Cattel, 1960,1963,1977). These group-administered measures stress figural reasoning and deemphasize verbal skills and school learning. Another approach has been the nonstandard use of traditional measures such as IQ tests. Examples are the system of Multicultural Pluralistic Assessment and the Learning Potential Assessment Device. Most common today, however, are nonverbal tests of intellectual performance and measures in languages other than English. 3) Adaptive behavior has been defined as “ the effectiveness or degree with which individuals meet the standards of personal independence and social responsibility expected for age and culture group” and, more recently, as “ the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives.” 4) Most individual tests of intellectual performance assess both verbal and nonverbal reasoning. Unlike group tests, individual tests are usually available in only one version that is divided into sections by either subtests or age levels. Subtests contain items that attempt to assess the same skill or ability, and test items are arranged in order of difficulty. When tests are broken into age levels, each age level usually contains a variety of tasks that assess different skills and abilities. 5) Parents and other family members are the best source concerning the student’s performance at home, in the neighborhood, and in the community. Their perspective is valuable because of the lifetime experience with their child in a wide range of activities and environments.

Kerry ShudaSpen 303Prof. P. Williams2/20/10 Assisgnment: CBA Writing/Reading for Special Education Children- Grades: Early Elementary and can also be very helpful in teaching ELL students in the same grade. I would use the book entitled “ A is for America: An American Alphabet”. I thought that this would be a great book to use in my CBA because it not only mentions every letter of the Alphabet but it also mentions very important facts that have happened in the history of the United States of America. Here is a sample of the book ( w/o the facts):

B can be for Boston, and the Battle of Bunker Hill. And breaking from the British who ruled here untilA band of brave believers behind a boisterous yell Brought forth a brand new nation and banged the Liberty Bell.

C is for the cities that reach into the blue, Like Chicago, Cleveland, Charlotte, and Cincinnati do.And it’s for the Constitution that guides us still today,Written for “We the people” to find a better way.

F is for the fireworks that fly on the fourth. From Ft. Worth in the south to Fargo in the north.F is fifty fluttering flags and fifty license plates.Fifty fine state capitals in fifty United States.

H stands for Hemingway and Huckleberry Fin, Hydroelectric Hoover Dam and so many Holiday Inns.Hot dogs and Hawaii, Henry Ford and his cars.Heading home on Halloween with chocolate Hershey bars.

I is indeed important, how America came to be. It’s the idea that an individual can insist on being free.And I is for immigration and the immigrants who cameFrom Italy, Ireland or India, we’re Americans all the same. A remote reach of the **R**ockies, the reflection of Mt. Rainier.The regal ridge of Mt. Rushmore, the ride of Paul Revere.The Roosevelts, Franklin and Teddy, Babe Ruth, rock and roll.Rosie the Riveter, the Rio Grande, and “ remember the Alamo.”Mayflower, Minuteman, Motown, manatee.

M is Mickey Mantle, Mickey Mouse, Monopoly. M can seem so mighty when it’s a river rolling by.M-I-S-S-I-S-S-I-P-P-I. I would read this book every time that I would introduce a new Alphabet letter to the students. Then I would provide the students with several copies of the book to look at while I work with two or three students at a time with the curriculum based assessment that I have created. Whatever, letter day it is then, that is the letter that they will be on the worksheet. For example the letter of the day is B. So there will be several different pictures with their names underneath and the students need to find and circle all of the pictures that start with the letter B. On the second page of the worksheet they have to find the words that start with the letter b and trace those words. Then the students can take that second page and add it to their “My Alphabet Book Binder.” This will be an ongoing process throughout the whole school year. This CBA will help me evaluate the students progress in identifying and writing their ABC’s. To help some students, I would give them a worksheet that shows fewer pictures. So that it would not be too difficult or confusing for them. I would do this activity right after circle, while the book is still fresh in there minds.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST

WECHSLER INDIVIDUAL ACHIEVEMENT TEST- SECOND EDITION (WIAT-II), First published in 1992 and revised in 2002, is an achievement measure designed to accompany the Wechsler tests of intellectual performance: the Wechsler Preschool and Primary Scale of Intelligence-Revised ( Wechsler, 1989), the Wechsler Intelligence Scale for Children- Third Edition (Wechsler, 1991), and the Wechsler Adult Intelligence Scale- Third Edition (Wechsler, 1997a). Its manual describes the WIAT-II as “a comprehensive, individually administered test for assessing the achievement of children, college students, and adults who are in Grades Pre-Kindergarten through 16” (p.1). The WIAT-II contains nine subtests. Three assess reading (Word Reading, Pseudoword Decoding, Reading Comprehension), two math (Numerical Operations, Math Reasoning), two written language (Spelling, Written Expression), and two oral language (Listening Comprehension, Oral Expression). Students must understand and speak English to participate in most WIAT-II subtests; six of the nine subtests require oral responses. The WIAT-II manual says that professionals “who have training in the use of individually administered assessment instruments are qualified to administer and interpret the WIAT-II “(p.7). Although the scoring procedures require careful study, the WIAT-II is quite easy to administer. The testing materials include the manual, two stimulus books (in easel format), two laminated word cards, the Record Form, and a separate Response Booklet for the Numerical Operations, Spelling, and Written Expressions subtests. As with other tests using easels, the student and tester sit across the corner of a table from each other. Subtests must be administered in the order they appear in the test easels and Record Form. The manual and Record Form list suggested starting points for each subtest based on the student’s current grade placement. Timing is required for portions of the Written Expression, Oral Expression, and Reading Comprehension subtests. For each subtest, there are reminders of the time guidelines, basal, ceiling, and suggested starting points. To score items, the tester simply circles the appropriate number. In most cases, the choices are either incorrect (0) or correct (1). The WIAT-II offers both age and grade norms. Grade norms are provided for fall, winter, and spring test administrations, but the manual cautions that age- based standard scores are required if the tester is interested in calculating aptitude-achievement discrepancies. Standard scores are distributed with a mean of 100 and a standard deviation of 15. Con- fidence intervals can be constructed around standard scores; the tester can select either a 90% or a 95% confidence level. The same types of scores are available for the WIAT-II composites. There are five composites: reading, mathematics, written language, oral language, and total. The total composite reflects all subtests. The first page of the WIAT-II record form, called the Summary Report, contains space for identification information about the student and a table for recording the student’s derived scores. The back page contains a table used in analyzing ability- achievement discrepancies and a profile for plotting standard scores. In summary, the WIAT-II appears to be a useful tool for assessing current school performance across a number of subject areas. Unlike some measures, the WIAT-II does not assess science, social studies, or other content subjects. However, it does provide information about oral language, an area that is rarely assessed by individual achievement tests. Results of the WIAT-II are best used to identify school subjects in which the student shows poor performance in relation to age or grade peers.

=Ch 3 Essay Questions 1 paragraph each. 2/7/10= 1. One major impetus for the passage of federal special education laws was concern over misuse of standardized tests with culturally and linguistically diverse students. Using Table 3–2 in the text as a guide, discuss several inappropriate assessment practices of the past and explain the current legal safeguards to prevent the recurrence of these practices. In the book it says that One purpose of the landmark special education law, the Education for All Handicapped Children Act of 1975, was the establishment of a set of procedures to guard against inappropriate assessment and placement practices. This law provided safeguards to prevent recurrence of past abuses. These safeguards are preserved and strengthened in the current federal statute, IDEA 2004, as Table 3-2 illustrates: Past Abuses / (Safeguards) 1Students evaluated for Special (Give notice to parents/ parental consent) Education without notice to parents or Parental consent 2 Placement decisions made without a ( ndividuals must be assessed in all areas) Complete evaluation of the student (of the suspected disability.) 3 In the past the assessment was focused only ( The information provided by the) On the disability, and not the educational program (assessment must be directly relevant) ( to the child’s educational needs).

2. On norm-referenced tests, the standard of comparison against which a student's performance is evaluated is the performance of age (or grade) peers in the norm group. Explain the standard of comparison for informal assessment tools such as classroom quizzes, inventories, and criterion-referenced tests. Criterion-referenced tests and other informal devices also provide a standard against which student performance can be compared. These measures determine whether students have mastered specific skills; they compare a student’s performance to the desired curricular goal rather than to the performance of other students.

3. When professionals select a tool for assessment, they consider not only the technical quality of the measurement device, but also the particular purpose for which it will be used. Tell why a technically poor measure is never an appropriate assessment tool. Then give an example of a situation in which a technically adequate measure is inappropriate because it does not fit the purpose of the assessment. A technically poor measure should never be an appropriate assessment tool because all Assessment devices must be reliable measurement tools that are validated for the specific purpose for which they will be used. To ensure accurate results every time, all assessments must be adequate. For example, if a teacher wants to assess a child's ability in mathematics, they would not administer a reading/writing test.

4. Grade equivalents are available on many tests, although there are many criticisms of this type of score. Describe the advantages and disadvantages of grade scores, giving your opinion on the International Reading Association's recommendation that grade equivalents be eliminated from standardized tests. Well, in the book it states that of all norm-referenced scores, age and grade equivalents are the ones that appear to be the easiest to understand and interpet, but they are also quite complicated and thus subject to misinterpretation. We all know that grading students is an important part of being a professional teacher. Grading helps to show the teachers the progress the students have made and also shows the level of their performance. I strongly agree with the International Reading Association's recommendation on grade equivalents. For pete's sake it is only one stinking test and it should just be treated like one test.

5. Discuss several potential sources of bias in the assessment process, including the selection of inappropriate procedures. Identify five ways in which bias can be introduced into assessment, and discuss how each can be prevented. The ways that Bias can be introduced into assessment is during assessment of data collection, referral, screening and selection of assessment tools, Students evaluated for special education without notice to parents or parental consent, and Non-English speaking students addressed in English.

=GOOD JOB GUYS - 10/10 POINTS EARNED FOR CHAPTER 2=

=== This activity contains 3 questions. 1. Ms. Trapp comes to you, the resource specialist at your school, to consult about William, a student in the second grade. From the information given to you by Ms. Trapp, complete the Prereferral Intervention Checklist on pages 32–33 in your textbook. What other modifications or accommodations could Ms. Trapp try while waiting for the special education assessment to occur? (done in the prereferral) ===

===2. Ms. Trapp refers William's mother to you to explain the assessment process. William's mother wants William to be assessed for both academic and behavior difficulties. Explain the assessment process and discuss what the assessment team members do.=== Lorraine and Kerry

Top of Form PreReferral Intervention Checklist

Name: William Age : 7  Date : 1/30/10  Teacher : Ms Trapp  Grade : Second Grade 

1. AREAS OF CONCERN: William has alot difficulty in things like mathematics, remembering facts, confusion with computation, following directions and has disruptive behavior. Also William’s homework assignments are rarely accomplished.

===2. WHAT KINDS OF STRATEGIES HAVE BEEN EMPLOYED TO RESOLVE THIS PROBLEM? The strategies that have been employed are that William needs visual clues and prompts, there is a slower pace in the classroom. William is allowed to go to the computer room only if he completes his work in class as a behavior modification techniqiue ===

Assistive Technology specialists
===B. ENVIRNMENTAL MODIFICATIONS Classroom learning environment needs to be addressed C. INSTRUCTIONAL Visual clues and prompts to facilitate instruction. To have a slower pace in the classroom. Allow computer accessibility only if he completes his homework in class as a behaivor modification technique. D. MANGEMENT Team members are assessing his needs to bring up his level of proficiency and design an appropriate IEP for him. 3. WHAT METHODS ARE CURRENTLY EMPLOYED TO ADDRESS THE CONCERN? Assessments on his strengths and weaknesses in mathematics.===

4. WHERE DOES THIS STUDENT STAND IN RELATIONSIP TO OTHERS IN CLASS, GROUP OR GRADE REGARDING SYSTEMWIDE TESTS, CLASS AVERAGE BHEAVIOR, COMPLETION OF WORK, ETC? His mathematical skills are far below grade level but William scores within the average range in intellectual performance and is doing acceptable in reading and language arts.

STUDENT BEHAVIOR: His behavior is a concern because he does not follow directions, he is often disruptive and his homework and in class work is rarely completed. His behavior problems are quite severe.

CLASS OR GROUP/GROUP/CLASS BEHAVIOR His behavior at home and in school is disruptive and is a major concern. A pattern of verbal outbursts, negative remarks, physical threats to peers and out of seat behavior.

5. IS THE CONCERN GENERALLY ASSOCIATED WITH A PARTILUAR ITEM, A SUBJECT, OR PERSON? Overall the child is having problems in both school and at home. Specially having problems in math. He has trouble remembering facts and problem solving.

6. IN WHAT AREAS, UNDER WHAT CONDITION, DOES THIS STUENT DO BEST?. He does very well with computers and the teacher uses that as a behavior modification method to guide his behavior. He is doing exceptionally well in reading and language arts.

7. ASSISTANCE REQUESTED (OBSERVATION, MATERIAL, IDEAS, ETC) Assessments that are required 1-general intellectual performance 2- educational performance 3- performance related to specific disabilities general intellectual performance is a concern in all mild disabilities

ASSISTANCE PROVIDED: (MAY BE FOUR – MORE – OR LESS)

He is egilible for Special Education services for students with behavior disorders. His IEP will address his needs in the areas of behavior and mathematics.

ACTIVITY #1 for Chapter 2 Done in Class (Lorraine and Kerry) William and the Challenges of Second Grade **ACTIVITY #2 for Chapter 2 Done at Home (Lorraine only)** William** 1. The assessment team begins to collect information about William. It is determined that you and the psychologist will interview William's mother together. What questions would you have for her regarding William's strengths, interests, and challenges? The questions I would pose to William's mother would be: 1. In his home environment what are his strengths and weaknesses? What does he like to do? 2. How are his communications skills at home and his behavior with his siblings/family members? 3. Does he follow your rules without major outbursts? 4. What are his challenges at home? 5. Have you asked your Doctor (or other outside sources) about his inability to concentrate, stay on task, control his outbursts? 2. In order to provide support to the classroom teacher, Ms. Trapp, you observe William in the classroom for a thirty-minute period during language arts instruction and later for a thirty-minute period during math instruction. What information could you glean from this type of observation? William seems to engage nicely within his language arts instruction. He is passing on an average level and do not see any problems. On the other hand, in his math instruction course, I see he is frustrated and struggling. This frustration is causing outbursts, out of seat interaction and fighting with his peers. His behavior is reflective of his need to release his pent up frustration. He is not finishing up his in class assignments, he is off task, has problems with computation and his critical thinking skills in math is not up to par to say the least. He is in dire need of assistance. 3. Williams' mother asks you about the next steps in the IEP process and when William will start receiving services. She wants to know how long William will be receiving special education services. How would you respond to her concerns? First and foremost, she must be aware of the Federal laws mandating IEP for her child. It is imperative that she is aware of the process of IDEA, 2004. It takes a team of specialists to write it up, to observe his behavior and his competence in his studies. Then they will interpret their specific assessments, assign realistic goals for William and his teachers to follow, and whether assistive technology is needed in math, or the teacher simply needs to re-evaluate her method of teaching it to him. As for his behavioral issues, intervention from outside sources might need to assess William as well. If the team has determined through various assessments that William is eligible for services, she will find out either way within 30 days; then the special education will begin.

=== ===

KERRY, I DID NOT GET YOUR KEY TERMS OR ESSAYS.
Chapter 1 True or False 1. True2. False3.False 4.True 5.True6.True 7.True

SHOULD BE FALSE
8.True

SHOULD BE FALSE
9.False

SHOULD BE TRUE
10.False Ch. 1 Multiple Choice 1. B Assessment by a team of professionals2.D a) Screening students in schools b) Evaluation of military personnel c) Evaluation of potential employees d) All of the above 3. B Used for decision-making purposes

SHOULD BE C
4.C Equity in educational opportunities, innovative instructional practices, school choice, qualified teachers

SHOULD BE D
5. C The student’s abilities or disabilities are the sole focus of the assessment6. B A large-scale data collection activity to quickly identify students who may need further study 7. D He or she has a diagnosed disability c) He or she has a school performance problem that is related to a disability8. D Norm-referenced tests 9. D All of the above10. C At least as often as report cards are issued for general education students