Monday, April 2, 2012

Addressing Limitations in Assessments


The presenters from the M.I.N.D. Institute discussed multiple ways to address the common limitations of assessing for Autism.
·      Using data and information from various sources to create a well-rounded report of the child and their behaviors. Sources used for assessments include: parent/teacher interviews and ratings, direct observation, work samples, etc.
·      Using multiple measurement tools: rating scale, data collection and direct observation across observers and environment.  
·      Be sure to address any limitations to the measurement tools or their results in the report
The presenters also discussed the importance of particular measurement tool used during assessments.
·      Naturalistic (direct) observation – can be used to identify Autistic “like” behavior based off of educational descriptions. Identifying the behaviors can help team members recognize and agree on what particular behaviors look like.
·      Executive function is an assessment and intervention tool used for a wide range of neuro- developmental disorders, including high functioning Autism.
-       this assessment tool assists with assessing children on the spectrum areas such as planning and organization, waiting and preparing for future events, creating goals and objectives as well as identifying specific steps and strategies to achieve goals.
-       It also helps answer questions like, “what impacts this student’s ability to learn and grow in the class room?”
Another important area to assess is adaptive behaviors. This includes self-help skills (putting on clothes and shoes, eating), ADLs (brushing teeth, washing hands) and behavior outside in the community. The presenter discussed some concerns that many parents express about bringing their children out into the community. Some stated that they do not go out to eat as a family because their child has a difficult time or that their child has never been to a birthday party.  Assessing adaptive behaviors can help address how much support a student needs to accomplish various tasks inside and outside of the home.  
Other areas that are important to assess according to the presenters include:
·      Sensory-motor – OTs are qualified to provide assessments in this area
-       Sensory-motor skills can have an effect on a student’s ability to be successful in the classroom. 
-       This area addresses things such as penmanship and the ability to control the body and movements.
·      Communication/language – the student’s ability to make request and express needs and wants, use functional communication appropriately and responding to instructions.
The presenters also discussed the importance of viewing work samples (class room work and assignments completed by the student). Work samples can give a clearer picture of the student’s ability to complete assignments appropriately, quality of work as well as comparisons to typical classmates.
Data and information collected during assessments should assist the team in designing goals and objectives that meet the individual educational needs of the student. The team should also be aware of:
·     - The students ability to learn with a group vs. alone
·      -Ecological supports and accommodations
·      -Instructional accommodations (visual supports)
·     -Types of interventions needed
·      -Reinforcers
·     -Will the student need more supervision? When?
·      -Parent involvement is crucial
The information presented in this video coincides with our readings as well as the video we watched last week. All 3 medias discuss the importance of forming teams during assessments, using various methods of measurement across observers and settings, as well as the importance of family involvement. 

No comments:

Post a Comment