Data-Based Decision Making

• 1. Whole interval recording
• 2. Frequency/event
• 3. Duration recording
• 4. Latency recording
• 5. Time sampling interval recording
• 6. Partial-interval recording
• 7. Momentary time sample

• CBMs
• - Aimsweb
• - DIBELS

• 1. Subskill Mastery Measurement (SMM): determines whether the specific intervention for the target behavior is effective (data collected daily)
• 2. General Outcome Measurement (GOM): determines whether the student is making progress toward long-term goals (data collected weekly)

• 1. Progress monitoring should be systematic and repeated measurement over time
• 2. Frequency data, percentage correct, number of opportunities to respond
• 3. Horizontal axis= time; Vertical axis= data

• 1. Effectiveness of intervention
• 2. Confounding variable(s)
• 3. Measurement error

1. Level: average performance within a condition

• Trend: pattern of change in a student's behavior across time
• - Multiple measurements are required to calculate trend (slope)
• - Visual analysis can be used to estimate general pattern of change

• 1. Should intervention be changed?
• 2. No correct responses for 3 days= change intervention
• 3. Highly variable data= confounding variables
• 4. Percentage correct less than 85%= instructional modifications
• 5. Accurate but slow progress= repeated practice and contingencies to assess motivation

Requires both quantitative and qualitative data in analysis to determine eligibility for special education services

• 1. Cognitive ability
• 2. Achievement
• 3. Communication
• 4. Motor skills
• 5. Adaptive skills
• 6. Social, emotional, and behavioral functioning
• 7. Sensory processing

• 1. WISC-IV (6 - 16.11 yrs)
• 2. DAS (2.5 -17.11 yrs)
• 3. SB-V (2 - 85 yrs)
• 4. WPPSI-IV (2.5 - 7.5 yrs)
• 5. WAIS-V (16 - 74 yrs)
• 6. WJ Cog Abilities (2 - 90 yrs)
• 7. Universal Nonverbal Intelligence Test (5 - 17.11 yrs)

• 1. WJ Ach (2 - 90 yrs)
• 2. Wide Range Achievement Test (5 - 94 yrs)
• 3. K-TEA (1 - 12 grade)
• 4. WIAT-III (4 - 50.11 yrs)
• Early Childhood:
• 1. Test of Early Reading Ability
• 2. Test of Early Math Ability
• 3. K-SEALS

• 1. Wechsler Memory Scale
• 2. TOMAL-2
• 3. Working memory scales of cognitive assessments
• 4. Wide Range Assessment of Memory and Learning (WRAML2)

• 1. BRIEF
• 2. CAS
• 3. DKEFS
• 4. NEPSY
• 5. Behavioral Assessment of Dysexecutive Syndrome
• 6. Wisconsin Card Sort Test

• 1. CTOPP
• 2. Test of Phonological Awareness- Kdg
• 3. Nonword Spelling

1. Peabody Picture Vocabulary Test (2 - 90+ yrs)

• 1. Beery-Buktenica
• 2. Rey Complex Figure Test

• 1. NEPSY-II
• 2. DKEFS

• 1. BASC-2
• 2. Devereux Scales of Mental Disorders
• 3. Revised Behavior Problem Checklist
• 4. Conner's Rating Scales
• 5. Beck Depression Inventory

• 1. Operational definitions
• 2. Perform assessment (record review, systematic observation, interviews)
• 3. Evaluate assessment results (patterns)
• 4. Develop hypothesis
• 5. Formulate intervention plan
• 6. Implement intervention
• 7. Evaluate intervention effectiveness

• 1. Based on systematic procedures for frequent collection and analysis
• 2. Assess student performance across time
• 3. Identifies at-risk students
• 4. Provides normative and statistically sound information

• Ecological Assessments: help to determine goodness of fit between student and learning environment
• ICEL: instruction, curriculum, environment, learner

• Communication
• Self-care, home living
• Social skills
• Use of community resources
• Self-direction
• Functional academic skills
• Employment
• Leisure
• Physical health

• MUST assess speaking, reading, and writing abilities while considering various developmental domains
• - Language proficiency in BOTH languages

Standardized test with direct test translation is not best practice and psychometrically very weak if the test is not normed on the cultural group being assessed