Assessments & Evaluations for Deaf/Hard of Hearing … & Evaluations for Deaf/Hard of Hearing...

Assessments & Evaluations for Deaf/Hard of Hearing Children

A 2015 Parent Training Video Series brought to you by

Part 2: School Age (ages 3-21)

Be sure to visit our website for links to handouts and Part 1 of this video series

www.txhandsandvoices.org/txhv/resources/presentations

With Special Thanks to : ERCOD and ESC -Region 11 for their collaboration and funding of this project

http://www.txgbys.org/

http://www.txhandsandvoices.org/

Utilizing Chapter 5 of the H&V Guidebook:

Assessments and Evaluations

This book can be purchased at www.handsandvoices.org

Assessments & Evaluations for Deaf/Hard of Hearing Children

Part 2: School Age (ages 3-21)

• FORMAT –Modules, Handouts, Q&A Document, English & Spanish captions available

• SPEAKER INTRODUCTIONS Be sure to visit our website for links to handouts and Part 1 of this video series


School Age (ages 3-21) Modules

Module 1: Role of Parents/Why Assess? Module 2: Evaluation & Assessment Terminology Module 3: Federal Eligibility: IDEA, 504, ADA Module 4: Full Individualized Evaluation (FIE) Introduction Module 5: Full Individualized Evaluation (FIE) Components Module 6: Speech and Language Evaluations Module 7 : Takeaways: Reminders, Guiding Principles, and Strategies

CHERYL DeCONDE JOHNSON, Ed.D

Co-Founder and former President of the Board of Directors for Hands & Voices

Owner/Consultant, The ADEvantage, Audiology-Deaf Education vantage www.ADEvantage.com

http://www.ADEvantage.com

SANDRA CONNATSER, M.Ed.

President of Texas Association of Parents and Educators of Deaf/Hard of Hearing (TAPED)

Connatser Consulting – Houston, TX

MARY MONCKTON MS, CCC-SLP

Founding board member of Texas H&V

Speech Language Pathologist at Texas School for the Deaf

Next up: School-Age (3-21) Module 1: Role of Parents/Why Access?

Be sure to visit our website for links to the Q & A document, handouts and Part 1 of this video series


Assessments & Evaluations for Deaf/Hard of Hearing Children Part 2: School-Age (ages 3-21)


Speaker: Cheryl DeConde Johnson

Module 1: Role of Parents/Why Access?

Role of Parents: Engagement

Child

Teachers CONNECT VALUES GUIDE

Parents

Connections • Connections build

relationships which can lead to trust and desire to work together

• Follow-through on agreed upon activities

• Share honestly what your child is doing and saying

Relationships

Trust

Teamwork

Why Assess? Foundation for:

Eligibility IEP Development

Monitoring Progress

• Inaccurate and/or insufficient assessment leads to misdiagnosis, inappropriate services and lack of progress

• Language deficits may affect a child’s ability to demonstrate knowledge

• Reading deficits may affect performance in math and other areas leading to inaccurate assessment of skills

• Many children have additional learning problems or disabilities that affect language, communication skills, academic performance, and social development

Assessment Cautions

Next up: School-Age (3-21) Module 2: Evaluation & Assessment Terminology






Module 2: Evaluation & Assessment Terminology

Definitions

• Evaluation means procedures used in

accordance with sections 300.304 through 300.311 to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs [IDEA 300.15]

Evaluation

Part B Evaluation

•Occurs within 60 days of receiving parental consent •Conducted by qualified personnel •Evaluation must be sufficiently comprehensive to identify all special education and related service needs whether or not they are commonly linked to child’s disability category

Initial Evaluation

Part B Evaluation

•Uses a variety of assessment tools and strategies • Including functional, developmental, and academic

information as well as information from the parent • Results determine eligibility and content of the IEP to

enable the child to participate in the educational program • No single measure can be used as sole criterion • Must be assessed in all areas related to suspected disability • Assessment instruments must be technically sound and

selected to accurately reflect the child’s aptitude or performance level rather than reflecting the child’s impaired sensory, manual or speaking skills

• Must be administered in the child’s native language or communication mode

Initial Evaluation (continued)

• Functional, developmental and academic information

• Learning environment assessment: classroom, classroom acoustics, visual access

• Parent & family perspectives • Review of records and other relevant

sources • Post-secondary transition

Multidisciplinary Evaluation

Multidisciplinary Evaluation

Language & Communication

Mathematics & other academic

subjects

Other:psych, health,

physical, adaptive behavior

Special Content

Reading

Writing Examples: •Audiology •Career Education

•Deaf Culture •Listening & Speaking

•Self-Determination and Advocacy

•Technology

Part B Evaluation

•Parents have right to IEE if they disagree with the school’s evaluation (only one IEE at public expense during each evaluation period)

•School must provide information to parents about IEE when requested

•Must be conducted by a qualified examiner not employed by the school

Independent Educational Evaluation

Part B Evaluation

•Must be provided at no cost to parent (school pays or otherwise insures no cost to parent) • Unless school has completed a due process hearing

that ruled the school’s evaluation is appropriate

•Schools may ask for reason for request but parents are not required to provide an explanation

Independent Educational Evaluation (continued)

Part B Evaluation

• If parents independently obtain an IEE, the school must consider the results if it meets school criteria with respect to any decision regarding the child’s free and appropriate public education (FAPE)

Independent Educational Evaluation (continued)

Part B Evaluation

• If the school determines the child’s performance or educational or related service needs warrant a reevaluation

• If the child’s parent or teacher requests a reevaluation

•May occur not more than once a year, unless the parent or school agrees otherwise

Reevaluation

Part B Evaluation

•Must occur at least every 3 years, unless the parent and school agree the reevaluation is unnecessary

•Must be conducted to conform with all evaluation requirements in accordance with 300.304-300.311.

Reevaluation (continued)

Bell Curve: illustration of normal distribution Median: middle score in the distribution; the point that divides the group into 2 parts Standard Deviation: spread or dispersion of the scores from the mean Percentile Rank: percentage of scores falling below a point on the score distribution

Mean: average of the scores

Raw Score: Number of items scored correct on a test; may be converted to percentile ranks, standard scores, grade equivalents and age equivalents

Standard Score: Scores that are expressed as the deviation from the population mean; useful for tracking performance across time and for comparison between students and tests

Scaled Score: scores that are adjusted to reflect the performance of a sample group

Composite Score: average score from combining subtest scores

Confidence Interval: an estimated range around a measurement that conveys how precise the measurement is; 90% confidence interval means that 90% of the time persons with this score will fall within the same range

Grade Equivalent: grade that corresponds to a particular test score

Age Equivalent: estimated age level that corresponds to a particular test score

Norm-referenced: tests that are standardized on a group of individuals whose performance is evaluated in relation to the performance of others (i.e., Bell curve)

Criterion-referenced: tests that compare scores to a performance standard such as a master level

Curriculum-based Measurement: systematic data-based procedures used to monitor progress and make decisions to plan for instruction.

Sample: Receptive One-Word Picture Vocabulary Test (ROWPVT)

)

The ROWPVT is a norm-referenced test which provides an assessment of receptive vocabulary. This test measured Xx’s ability to understand the meaning of single words. Xxx was given a word, and asked to point to the picture that best goes with the word. The average range for the standard score of the ROWPVT is 85-115 which puts Xx solidly within the average range with a standard score of 107. The following table outlines Xx’s receptive vocabulary scores.

Raw Score Standard Score

Confidence Interval (90%)

Percentile Rank

132 107 103-111 68th

Next up: School Age (3-21) Module 3: Federal Eligibility: IDEA, 504, ADA






Module 3: Federal Eligibility: IDEA, 504, ADA

Eligibility Comparison: IDEA, 504, ADA

IDEA 504 ADA-Title II

• Identified disability under one of 13 qualifying conditions

• Status must adversely affect educational performance

• Status must require special education and related services

• Meets definition of qualified person with disabilities: 1) currently has or has had a physical or mental impairment which substantially limits a major life activity, 2) has a record of such impairment, or 3) is regarded as having such an impairment

• Mitigating measures cannot be used to exclude students

• Person is not required to need specially designed instruction

• Provides for “effective communication” that is defined as communication that is as effective as it is for non-disabled peers

Students in public schools have eligibility under both IDEA and ADA. In some cases ADA may provide a higher standard than IDEA.

Other assessment considerations

• Is the child eligible under the category of

the disability or the problems that result from the disability?

Categorical Confusion

• Required under IDEA when necessary to receive FAPE.

• Assess regression and the time to regroup skills after the child returns to school.

Extended School Year

Eligibility Flowchart Referral for

suspected disability & eligibility for

services

IDEA

NO- Refer to 504

Coordinator to develop

plan

YES- Meets categorical

eligibility and need for special education and

related services

Develop IEP Does student require auxiliary aids and services to

achieve communication that is as effective as it is for students without disabilities under ADA?

504 Plan

Develop 504 Plan for

accommodations

ADA

Evidence of disability, e.g., deaf,

hard of hearing

NO – exit YES – assess to determine eligibility

Other IDEA regulations that may be impacted by assessment

• Requires consideration of the child’s language and communication needs and full range of needs

Special Factors [34 CFR 300.324(2) (iv-v)]

• Refers to the language normally used by the child (such as sign language)

Native Language (34 CFR 300.29)

Other IDEA regulations that may be impacted by assessment

• Requires education with non-disabled peers to the maximum extent appropriate; special classes or schooling only allowed when the nature or severity of the disability prevents FAPE

Least Restrictive Environment [34 CFR 300.114 (a) (2)]

• Must be determined by the IEP and in place prior to state and local standardized achievement tests are conducted; some test companies may limit accommodations

Accommodations for Assessment

Next up: School Age (3-21) Module 4: Full Individualized Evaluation (FIE) Introduction





Speaker: Sandra Connatser

Module 4: Full Individualized Evaluation (FIE) Introduction


Module 1: Role of Parents/Why Assess? Module 2: Evaluation & Assessment Terminology Module 3: Federal Eligibility: IDEA, 504, ADA Module 4: Full Individualized Evaluation (FIE) Introduction Module 5: Full Individualized Evaluation (FIE) Components Module 6: Speech and Language Evaluations Module 7: Takeaways: Reminders, Guiding Principles, and Strategies

Special Education Rules and Regulations

• Federal (IDEA 2004)

• Commissioner’s Rules (Texas Administrative Code

- TAC)

• State Law (Texas Education Code - TEC)

• Region 18 Legal Framework http://framework.esc18.net

http://framework.esc18.net/

Deafness Means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing with OR without amplification that

adversely affects a child’s educational performance. 34 CFR § 300.8 (c) (3)

Hearing Impairment Means an impairment in hearing, whether permanent or

fluctuating, that adversely affects a child’s educational

performance but that is not included under the definition

of deafness in this section. 34 CFR § 300.8 (c) (5)

Special Factors – Consider the Communication Needs of the Child

• Language and communication needs

• Opportunities for direct communications with peers and

professional personnel in the child's language and

communication mode

• Academic level

• Full range of needs

• Opportunities for direct instruction in the child's language

and communication mode

• Assistive technology devices and services

34 CFR § 300.324 (a) (2) (iv - v)

Commissioner’s/SBOE Rules - TAC

Auditory Impairment – one who has been determined to meet the

criteria of deafness or hearing impairment – must include an otological examination by an

otolaryngologist (or licensed medical doctor) – must include an audiological exam by a

licensed audiologist – description of the implications of the hearing

loss with or without amplification.

TAC § 89.1040 (c) (3)

Deaf Bill of Rights – Texas Education Code 29.301-29.315 Procedures and Materials for Assessment and Placement

The procedures and materials for the assessment and placement of a

student who is deaf or hard of hearing shall be in the student's

preferred mode of communication. All other procedures and

materials used with any student who is deaf or hard of hearing and

who has limited English proficiency shall be in the student's preferred

mode of communication.

TEC §29.310

Statewide Plan – TEC Recognizing the need for development of language and

communications abilities in students who are deaf or hard

of hearing, but also calling for the use of methods of

communication that will meet the needs of each individual

student, with each student assessed thoroughly so as to

ascertain the student's potential for communication

through a variety of means, including through oral or aural

means, fingerspelling, or sign language. TEC §30.083

Special Education Eligibility - Federal

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability…. 34 CFR § 300.39 (a)

(1) Child with a disability means a child evaluated in accordance with §§ 300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, … (1) and who, by reason thereof, needs special education and related services. 34 CFR § 300.8 (a)

Full Individual and Initial Evaluation

(a) A written report of a full individual and initial evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the school district, in accordance with 20 U.S.C. Section 1414(a), as amended, receives written consent for the evaluation, signed by the student's parent or legal guardian.

(b) The evaluation shall be conducted using procedures

that are appropriate for the student's most proficient method of communication. TEC § 29.004

Reevaluations

• (b) Limitation. A reevaluation conducted under paragraph (a) of this section—

• (1) May occur not more than once a year, unless the parent and the public agency agree otherwise; and

• (2) Must occur at least once every 3 years, unless the parent and the public agency agree that a reevaluation is unnecessary.

34 CFR § 300.303

4 Types of Data

Informal Criterion Referenced

Curriculum Based

Norm Referenced

Informal Criterion Referenced

• Observations • Parent reports • Teacher reports • Grades • Anecdotal

records • Work samples

• State assessment results

• Early reading inventories

• Iowa Test of Basic Skills,

Stanford Achievement Test

• Informal Reading

Inventories (QRI-5)

Curriculum Based

• Benchmark tests

• Rubrics

• Data sheets

• AIMSweb

Norm Referenced Refers to standardized tests that are designed to compare and rank test takers in relation to one another.

Standardized Assessment • A standardized test is any form of test that

• (1) requires all test takers to answer the same questions,

or a selection of questions from common bank of

questions, in the same way, and that

• (2) is scored in a “standard” or consistent manner, which

makes it possible to compare the relative performance of

individual students or groups of students. http://edglossary.org/standardized-test/

Issues with Standardized Testing “Standardized testing presumes a certain level of English proficiency that is not necessarily present among students who are deaf.”

Problems include:

a. Difficulties with English

b. Proficiency in diverse modalities of communications

c. Deficient reading skills

d. Culturally related experiential differences

e. Consequent uncertainty with respect to the validity and

reliability of the student’s test results. Johnson, 2008

Departure from Standard Procedures

• “Minor procedural modifications don’t usually invalidate

the test results unless they change the nature of the test.”

• “Major procedural modifications are likely to invalidate

test results.”. Jerome Sattler, 2008

Evaluators should use professional judgment and instructions from manuals

on test administration to determine if major procedural modifications have

occurred in a standardized assessment.

Next up: School Age (3-21) Module 5: Full Individualized Evaluation (FIE) Components





Speaker: Sandra Connatser

Module 5: Full Individualized Evaluation (FIE) Components

• Speech, Language, and Communication

• Physical

• Sociological

• Emotional and Behavorial

• Cognitive and Adaptive Behavior

• Achievement

• Assistive Technology

Full and Individual Evaluation (FIE)

Speech, Language & Communication

Students who are deaf or hard of hearing may have:

• Delays in the areas in speech and

language skills

• Delays in communication skills

• More informal data than formal

evaluation instruments may be used

Areas Typically Evaluated • Dominant Language • Primary Mode of Communication • Speech/Oral Skills • Expressive & Receptive Language Skills • Speech-reading • Listening/Auditory Skills • Sign Language & Fingerspelling • Reading & Writing Skills • Use of an Interpreter

Evaluation of Students in their preferred mode of communication

Options may include: • Non-verbal

• Oral/Aural (Auditory) • Use of objects and pictures • Signs (words, phrases,

sentences) • Manually Coded English • American Sign Language

• Gestures or sign approximations

• Vocalizations/Speech • Home Signs (signs created

by the family) • Simultaneous

Communication (SIM-COM)

Otological and Audiological Information Physical/Motor & Medical

• Home Information

• Educational History

• Cultural Influence

Sociological

Examples of behaviors that may interfere with learning:

• Lack of attention • Activity level • Mood and temperament • Attitude towards self and others • Mannerisms and habits • Communication

Emotional, Behavioral, and Social

Considerations:

• Does the student need or have a formal Behavior Intervention Plan?

• Are these behaviors a result of the hearing impairment?

Emotional, Behavioral, and Social

Cognitive • General intelligence, known as the g factor is a theory that

intelligence can be measured and expressed by a single number, such as an IQ score. www.psychology.about.com

• Cattell-Horn-Carroll Theory of Intelligence refers to a general factor (g) and seven broad cognitive abilities:

Gc - crystallized Intelligence, Gf – fluid Reasoning,

Ga – auditory processing, Gv – visual processing, Gsm – short-term memory, Glr – long-term retrieval, and Gs – processing speed.

Evaluation of Cognitive Skills • Deaf/hard of hearing students are often not

administered tests which measure Verbal IQ (Gc)

due to construct validity (the need for hearing

ability).

• Non-standard translations of the test into either ASL

or a signing system render the norm tables invalid.

• However, verbal IQ measures are often the best

predictor of academic performance.

What about a Nonverbal IQ? • “Best practices continue to support the use of nonverbal IQ

as the best estimate of general intelligence (g) in the

D/HOH population...”

• “It behooves us to assess cognitive abilities in a way that

taps the processes underlying spoken, signed, and written

languages to try and describe the strengths to be exploited,

specifically which weaknesses are susceptible to

improvement, and which are simply to be accommodated.” Marschark, 2008

Examples: Nonverbal Measures of General Cognitive Functioning • Kaufman Achievement Battery for Children II

(KABC-II) – Nonverbal Index (NVI) • Wechsler Nonverbal (WNV) • LEITER III • Universal Nonverbal Intelligence Test (UNIT) • Differential Ability Scales II (DAS II) • Stanford Binet 5 (SB5) • Test of Nonverbal Intelligence – 4 (TONI-4) • Comprehensive Test of Nonverbal Assessment – 2

(CTONI-2)

Adaptive Behavior Communication Self-direction

Self-care Functional Academic

Skills

Home Living Work

Social/Interpersonal Skills

Leisure

Use of Community Resources

Health and Safety

Academic Achievement • Learning is difficult because of the lack of

incidental learning through hearing.

• Remember the four types of data. All data is

relevant.

• Information from the teacher and parent is

pertinent because of the issues involving

standardized testing.

• Determine the conditions that need to be in place

in order for the student to learn.

Standardized Achievement Tests Examples of tests with instructions for administering to students who are D/HoH include:

Woodcock Johnson Tests of Achievement - IV

Wechsler Individual Achievement Test – III

If a valid standard score cannot be obtained, qualitative information can be used to guide instruction.

Assistive Technology

• Assistive technology service means any service that

directly assists a child with a disability in the selection,

acquisition or use of an assistive technology device.

• Audiological examination can provide information

specific to the assistive technology needs of the student

and the hearing impairment.

• Does the student need additional assistive technologies?

Cochlear Implants

Assistive technology device.

• Assistive technology device means any item, piece of

equipment, or product system, whether acquired

commercially off the shelf, modified, or customized,

that is used to increase, maintain, or improve the

functional capabilities of a child with a disability. The

term does not include a medical device that is surgically

implanted, or the replacement of such device.

34 CFR § 300.5

Disability Determination

Once the evaluation data is collected and analyzed, the

Multidisciplinary Evaluation Team (MDT) must determine the

following:

1) Does a disability condition exist?

AND

2) Is there a need for specially designed instruction provided

by special education?

Next up: School Age (3-21) Module 6: Speech and Language Evaluations





Speaker: Mary Monckton

Module 6: Speech and Language Evaluations

What will I walk away knowing?

• Communication Evaluation versus a Speech/Language Evaluation

• Common terminology and acronyms

• Best practices for a comprehensive evaluation

• What tools are typically used and why

• Eligibility for speech and language services in Texas

Side by Side: Communication vs. a Speech and Language Evaluation

Communication Evaluation:

WHO is involved? WHY do we do it? WHEN can/does it

happen?

WHAT is the result?

Speech and Language Evaluation:

WHO is involved? WHY do we do it? WHEN can/does it

happen?

WHAT is the result?

Common terminology

• FIE (Full and Individualized Evaluation) • Formerly known as:

– Part A: Otological Assessment – Part B: Audiological Assessment – Part C: Communication Evaluation

• Normative Data/Standardization • ARD, IEP, • Primary communication mode • Informal assessment

Best Practices • “Only by providing culturally and linguistically

appropriate services can we provide the quality of services our clients/patients deserve. Regardless of our personal culture, practice setting, or caseload demographics, we must strive for culturally and linguistically appropriate service delivery. For example, we must consider how communication disorders or differences might be manifested, identified, or described in our client's/patient's cultural and linguistic community. This will inform all aspects of our practice including our assessment procedures, diagnostic criteria, treatment plan, and treatment discharge decisions.”

• ASHA Practice Policy

Which Assessment Tools and Why

• Articulation (spoken English) tests • Single word English vocabulary tests

– Expressive (labeling) – Receptive (identifying)

• Comprehensive Language tests – English vs. ASL vs. other

• Speechreading • Pragmatics (Social Language Skills)

Flow Chart for SI Eligibility

** Please reference matching handout

Eligibility Criteria for Services in Texas

• Eligibility Criteria: – Stage 1: Is there a disability condition (i.e., a

communication disorder)?

– Stage 2: Is there an adverse effect on educational performance (academic achievement and functional performance) resulting from the communication disorder?

– Stage 3: If so, are specially designed instruction and/or related services and supports needed from the SLP to help the student make progress in the general education curriculum?

Next up: School Age (3-21) Module 7 : Takeaways: Reminders, Guiding Principles, and Strategies






Module 7: Takeaways: Reminders, Guiding Principles, and Strategies

• Was the assessment sufficiently comprehensive to identify all areas of need?

• Were the assessments appropriate for your child’s language, communication, and development?

Eligibility Assessment Reminders

• If your child is not found to be eligible

under Part B, what supports are available under a 504 Plan? ADA? How will the system monitor your child’s progress? Remember you can ask or an evaluation at anytime.

Eligibility Assessment Reminders (continued)

• Evaluation and assessment should be performed by specialists knowledgeable about the development and education of children who are deaf and hard of hearing

• Assessments must be appropriate for each area being assessed and consider the full ranges of languages and communication modes used by a child

Guiding Principles for Assessment

• Assessment should be of sufficient scope to evaluate all aspects of each area

• Interpretation must be analyzed within the context of the impact of deafness, hearing impairment, or a combination of deficiencies

Guiding Principles for Assessment (continued)

• Assessments must include non-academic measures (e.g., social skills, self-concept, self-advocacy, as well as those areas unique for children who are deaf/hard of hearing as part of the specialized instruction (e.g., communication access, listening, speech, pragmatic language, ASL)

Guiding Principles for Assessment (continued)

• Start a notebook to collect and track your child’s assessment scores in each area that is assessed

• Be persistent with what you feel is best for your child and you family

• Good is not good enough; be persistent to get the right services that will enable your child to achieve his/her potential

Strategies for Parents

• Develop an IEP that minimally results in 1 years growth in 1 years time

• Know the law and your rights

Strategies for Parents (continued)

Acknowledgements and Resources Educational Advocacy for Students who are Deaf or Hard of Hearing: The Hands and Voices Guidebook (2013). Available from www.handsandvoices.org

U.S. Department of Justice & U.S. Department of Education (2014, Nov 12). Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools. Retrieved November 12, 2014 from http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective-communication-201411.pdf Johnson, C. (2015). Game Changer: Will Policy Clarification Level the Play Field? Hands & Voices Newspaper, Winter 2015

http://www.handsandvoices.org/

http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective-communication-201411.pdf

http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective-communication-201411.pdf

Thank you for viewing Assessments & Evaluations for Deaf/Hard of Hearing Children Part 2: School Age A 2015 Parent Training Video Series brought to you by

This book can be purchased at www.handsandvoices.org

With Special Thanks to : ERCOD and ESC -Region 11 for their collaboration and funding of this project And to our speakers Be sure to visit our website for links to the Q & A module, Handouts and Part 1 of this video series


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