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Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
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Transcript of Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
The Educational Diagnostician’s Role in
Evaluation of Reading Assessment
Presented to the Louisiana Educational
Diagnosticians AssociationSeptember 6, 2012
Pat Frawley, Ed.D.
NCED #0002
New Jersey
Linda De Zell Hall, Ph.D.
NCED #0005
Texas
Proposed DSM-5
0Diagnosis of Specific Learning Disorder is made by clinical synthesis of the individual’s 0 History (development, medical, family, education)0 Psychoeducational reports of test scores and
observations and 0 Response to Intervention
0Using the following diagnostic criteria
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
History
0 History or current presentation of persistent difficulties in the acquisition of 0 Reading0 Writing0 Arithmetic0 Mathematical reasoning skills
0During the formal years of schooling (i.e., during the developmental period).
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
The individual must have at least one of the following:
0Inaccurate or slow and effortful word reading0Difficulty understanding the meaning of what
is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Avoidance
0Avoidance of activities requiring 0Reading0Spelling0Writing or 0Arithmetic
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Further Criteria
0Current skills in one or more of these academic skills are 0Well-below the average range for the individual’s
age or intelligence, cultural group or language group, gender, or level of education
0As indicated by scores on individually-administered, standardized, culturally and linguistically appropriate tests of academic achievement in reading, writing, or mathematics
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Exclusionary Factors
0 The learning difficulties are not better explained by 0 Intellectual Developmental Disorder,0Global Developmental Delay0Neurological, sensory (vision, hearing), or 0Motor disorders.
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Finally
0Learning difficulties … significantly interfere with 0 Academic achievement0 Occupational performance0 Activities of daily living
0 that require these academic skills, alone or in any combination
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Focus is on
0Word reading accuracy0Reading rate or fluency0Reading comprehension
American Psychiatric AssociationDSM-5 Development, 2012
Proposed Revision May, 2013
Early Indicators
0Learning names of colors0Learning names of shapes0Learning names of letters0Learning nursery rhymes0Extensive slurring of words0Lack of rhyming ability0Lack of word play
The Source for Dyslexia & Dysgraphia (1999)
Early Indicators
0Difficulty recognizing sound similarities0Creating a story based on picture clues0Difficulty with spatial terms
The Source for Dyslexia & Dysgraphia (1999)
Milestones
0Early Childhood 0Preschool0Kindergarten – 2nd grade03rd grade
0 Move from “learning to read” to “reading to learn” skills
National Reading Panel:Five Basic Elements
0Phonological Awareness0Phonics0Fluency0Vocabulary0Comprehension
Current Test Batteries Measure
Woodcock Johnson III Tests of Achievement (WJ III)
0Reading achievement, including reading decoding, reading speed, and the ability to comprehend connected discourse while reading
0Sight vocabulary, phonics, and structural analysis0Reading comprehension, vocabulary, and reasoning0Ages 2 – 90+
Wechsler Individual Achievement Test III (WIAT III)0Word Reading0Reading Comprehension0Pseudoword (phonetic) Decoding0Ages 5 - 50
Woodcock Reading Mastery Test III (WRMT III)
0Evaluate struggling readers0 Identify specific strengths and weaknesses in reading
skills to plan targeted remediation0Guide educational selection and placement decisions0Screen for reading readiness0Determine reading strategies for students with special
needs0Ages 4.6 – 79.11
Single Topic
0 Test of Word Reading Efficiency (TOWRE)0 Word Reading 0 Individual Administration 0 Ages 6 through 24
0Test of Silent Word Reading Fluency (TSWRF)0Test of Irregular Word Reading Efficiency (TIWRE)
0 Reading Comprehension 0 Individual Administration 0 Ages 3 through 94
THE GORTS
0Gray Oral Reading Tests - 5 (GORT-5)0 Oral Reading Comprehension 0 Individual Administration 0 Ages 6 through 23
0Gray Silent Reading Test (GSRT)0 Reading Comprehension 0 Individual / Group Administration 0 Ages 7 through 25
Test of Reading Comprehension - 4 (TORC-4)
0Vocabulary, Syntax, Paragraph Reading, Sentence Sequencing
0 Individual Administration 0Norm Referenced 0Ages 7 through 17-11
Test of Early Reading Ability 3rd Ed (TERA-3)
0Alphabet: measuring knowledge of the alphabet and its uses
0Conventions : measuring knowledge of the conventions of print
0Meaning: measuring the construction of meaning from print.
0Age 3.6 – 8.6
Response to Intervention (RtI)
Role of RTI
Putting It All Together:The FIE Report
Incorporating information for report writing
0Assessment 0 Data collection from multiple sources (e.g., individual,
group, standardized, informal, formative, and summative)
0Evaluation 0 Follows assessment and integrates all data to produce a
student profile to inform decisions about identification, eligibility, services, and instruction.
Learning Disabilities Association, 2010
Combine With
0Functional measures0 Including
Observation
0Pre testing0During testing0Post testing
Checklists
0Use of 0Limits of
Sources of Information
0Student0Parent0Teacher0Other (e.g. paraprofessionals, counselor, principal)
Integrating Multiple Measures of DataInformal Criterion-
ReferencedCurriculum-Based
MeasurementNorm-
Referenced
Oral Expression •Parent Interview•Teacher Interview•Observation
•State Standards Assessment
•Aimsweb •WIAT III•WJ III Ach
Listening Comprehension
•Parent Interview•Teacher Interview•Observation
Basic Reading Skill •Parent Interview•Teacher Interview•Observation
Reading Comprehension
•Parent Interview•Teacher Interview•Observation
Reading Fluency Skill
•Parent Interview•Teacher Interview•Observation
Determining the Appropriateness of the Report
Multidisciplinary Team
Adequacy
Scope
Utility
Determining the “Appropriateness” of the FIE0 “Skills”
0 Equality of members0 Vary in training0 Analyze the situation through different “lenses”0 Data complements, not competes
Etscheidt, 2003
Determining the “Appropriateness” of the FIE0 “Adequacy” - Compliance with IDEA evaluation
requirements 0 Use a variety of assessment tools0 Use technically sound instruments0 Utilize non-discriminatory procedures0 Administer standardized tests validated for the specific
purpose for which they are used0 Administered by trained and knowledgeable personnel
in accordance with instructions provided by the test producer
Etscheidt, 2003
Determining the “Appropriateness” of the FIE0 “Scope” of the evaluation
0 Must be assessed in all areas of suspected disability0 Should not use a limited selection of assessment tools0 If there are reasons to suspect additional areas requiring
assessment, then the scope of the evaluation must be broadened to include assessment in those areas
0 Must be comprehensive enough to address related services as well
Etscheidt, 2003
Determining the “Appropriateness” of the FIE0 “Utility” - Provision of sufficient information to
develop the IEP 0Must determine/identify the educational needs of the
child0Must discuss the impact of the child’s disability on
educational performance0Must lead to the development of goals and objectives
Etscheidt, 2003
NCEDOnline0 Enhances professional credibility
and visibility0 Represents highly qualified status as
an assessment professional0 Assures parents/school officials of
rigorous opportunities for practice0 Permits use of credential after name
in reports and correspondence0 Connects the practitioner with
current trends and issues in the field of assessment.
0 Visit http://www.ncedb.org/ today!
Pat Frawley, Ed.D.NCED #0002New Jersey
Linda De Zell Hall, Ph.D.NCED #0005
Texas