department of behavior analysis behv 5250: advanced topics in intervention summer 2003department of...
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Overview of measurement, assessment, and evaluation
July 31, 2003
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Today’s agenda
• Welcome (5 minutes)– Please remember to click– Bonus for reminding me about Free/Writes
• Questions & answers (5 minutes)• Student presentations (45 minutes)
– Difficult to discriminate stimuli– Model concept analyses
• Overview of Assessment
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Some terms…
• Measurement – the gathering of quantitative information
• Assessment – the pacing of information within a context
• Evaluation – making a decision based on assessment information
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Two Main Types of Assessment:
• Criterion referenced– Compares the student’s performance to a specified mastery
level– Instructional objectives
• Norm referenced– Compares the student’s performance on a task to a group of
students– Age equivalent, grade equivalents, percentile ranks
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
3 Levels of Assessment:
• Micro level• Assessment conducted on an on-going basis related to specific
instructional objectives
• Meta level• Assessment conducted on a regular basis related to broad skill
clusters within curriculum areas
• Macro level• Large-scale assessment to determine overall impact of
educational intervention
Intervals Corresponding to Levels of Assessment
Intervals Corresponding to Levels of Assessment
Micro
Intervals Corresponding to Levels of Assessment
Meta
Intervals Corresponding to Levels of Assessment
Macro
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
The Micro Level of Assessment:
• Every skill being established or practiced is monitored• Monitoring occurs each time a skill is taught• Collects data along the same dimension as the instructional
objective• Is used to inform instructional decisions
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Quality Intervention requires:
• Continuous MeasurementStudent responding to intervention practices is continuously measured.
• Visual Displays- A relevant dimension of the behavior to be taught is graphically displayed.- Graphic displays (indicating the progress of the student) are always available for viewing.- Graphs are used to make sound decisions about tactics for individuals.
Adapted from work by R.D. Greer
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Quality Intervention requires:
• ResponsivenessIntervention driven by the moment to moment responses of each individual student and guided by existing research findings.
Adapted from work by R.D. Greer
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
The Micro Level of assessment
• Effects of instructional decisions are tracked relative to each skill
• Monitoring continues until essential learning outcomes are demonstrated
• Skill retention
• Skill endurance
• Skill application
• Skill stability
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
The Meta Level of Assessment:
• Clusters of interrelated skills are assessed together• Assesses student’s performance on a range of skills within a
curriculum area– E.g., reading, mathematics, social skills, language
• Helps determine whether intervention is being effective• Performance is compared to typical peers• Also called Curriculum Based Assessment (CBA)
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in InterventionExamples of CBA Measures:
• To assess effectiveness of:– Sounds instruction
– Words instruction
• We might measure the number of words read correctly per minute from prose samples
• To assess effectiveness of:– Expressive labeling of
objects instruction– Spoken sentence structure
(semantics) instruction
• We might measure the number of words and sentences spoken spontaneously during a five minute language sample
An Example:
Another Example:
Another Example:
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
The Macro Level of assessment:
• Skill clusters are assessed together on complex tasks• Uses norm-referenced, standardized, published tests
– e.g., Woodcock-Johnson, Preschool Language Scale-3, Photo Articulation Test, Child Development Inventory, etc.
• Allows comparison of client progress relative to the norm group• Emphasis is placed on rate of progress
• pre/post intervention
• compared to typical peers
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
An example of the importance of RATE of progress
“Emma has made significant progress since her last evaluation in her motor skills. She has gone from an age equivalent of 30 months to 54 months in her gross motor
development.”
- School Psychologist, in a triennial evaluation report
Did Emma progress as a result of educational intervention?
An example of why RATE of progress is so important...
Emma - Gross Motor Development
0
10
20
30
40
50
60
70
80
1 4 7
10
13
16
19 22
25
28
31
34
37 40
43
46
49
52
55
58 61
64
67
70
73
Chronological Age
Per
form
ance
Ag
e E
qu
ival
ent
Typical Child's Progress (1 monthper month)
Emma's Progress - Baseline (.83months per month)
Emma's Progress - DTT + preschool(.75 months per month)
Batelle Developmental Inventory
Daniel’s Expressive Language Progress with InterventionS
kill
Ag
e E
qu
ival
ent
(in
Mo
nth
s)
Chronological Age (in Months)
0
5
10
15
20
25
30
35
40
45
50
1 3 5 7 9 11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
Age in Months
Daniel's Progress - .76 months of gain permonthTypical Child's Progress - 1 month gain permonthTherapy Progress - 3.2 months of gain permonth
Legend
Preschool Language Scale - 3
Daniel’s Auditory Comprehension Progress with InterventionS
kil
l A
ge
Eq
uiv
ale
nt
(in
Mo
nth
s)
0
10
20
30
40
50
601 3 5 7 9
11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Chronological Age (in Months)
Age in Months
Daniel's Baseline Progress - .63 months gainper month
Typical Child's Progress - 1 month gain permonth
Daniel's Therapy Progress - 4 months of gain inone month
Legend
Preschool Language Scale - 3
1.12
- 0.21
Sta
nd
ard
Dev
iati
on
s fr
om
Pee
rs
Pre-Therapy (11/00) Current (05/00)
Daniel’s Articulation Progress with Intervention
Photo Articulation Test
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
You should begin working on…• You will be responsible for completing a report related to assessment of children with autism.
Your report is to follow APA style guidelines and should have the following features:• 1. Describe at least three published assessment tools used with children with autism. In your
description, be sure to include descriptions of the skills and repertoires assessed by the tool, whether the tool is normatively or criterion referenced, a description of the referencing process used by the tool developers, and critical features of children for whom the tool would be appropriate (age, pre-requisite skills required, cultural background, etc.)
•2. For one of the assessment tools you describe, list the assessment items from the tool and identify the type of verbal operant tested (if the test items are, in fact, testing verbal behavior). For example, if a test item requires the student to answer the question, "Who lives in the Hundred Acre Wood?" by saying, "Winnie the Pooh", you would classify this as testing the intraverbal repertoire. NOTE: you will make me very happy if you also identify the type of intraverbal response tested (sequelic, codic, or duplic). As another example, if the test item asks the student to say "Winnie the Pooh" when shown a picture of Winnie the Pooh, you would classify this as testing the tact repertoire. If the test item is not testing verbal behavior, then categorize the item according to the taxonomy system you learn in class.
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Tonight’s readings…• White, O.R. (1984).
Selected issues in program evaluation: Arguments for the individual. In B.K. Keogh (Ed.) Advances in Special Education: Documenting Program Impact. Greenwich, CT: JAI Press.
• Vargas, E.A. (1988). Verbally-governed and event-governed behavior. The Analysis of Verbal Behavior, 6, 11-22.
• Tiemann, P.W. & Markle, S.M. (1990). Principles (chapter 6). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company
• Tiemann, P.W. & Markle, S.M. (1990). Strategies (chapter 7). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company
• Tiemann, P.W. & Markle, S.M. (1990). Sets of related principles--some issue to consider (appendix 10). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company
• Tiemann, P.W. & Markle, S.M. (1990). Guidelines for the analysis of a set of related principles (appendix 11). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Tonight’s homework…• complete the in-text questions for Tiemann & Markle, chapters 6 and 7 (due
7/25/03) • identify four examples of instances of rule-governed behavior (due 7/28/03)
that children with autism often need to learn from each of the following areas:
• academic skills • social skills • self-help skills • leisure skills • of the examples you identified above, analyze one from each of the four
areas using the example formats Tiemann & Makle provide in appendix 11 ;please be prepared to present at least one of these in class tomorrow