IL 2562

Assessment of Young Children with Disabilities

Fall, 2016 (Term 2171)

Instructor:

Diana Knoll, M.Ed.

Dept. of Instruction & Learning

WW Posvar Hall 5162

Phone: (412) 417-1312 (cell)

Fax: (412) 648-3131

Email: or

Office Hours:

By appointment

Class Time:

Tuesday, 4:30 – 7:10 PM

Location:

WW Posvar Hall, Room 5200

Description:

Focuses on the assessment of young children with disabilities, birth through 5 years, and the use of assessment information to plan programs for children in partnership with their families and other professionals.

Expected Student Outcomes:

Knowledge and skills to:

1. Understand the basic functions and types of assessment and the legal bases, challenges

and trends in the assessment of young children.

2. Select appropriate assessment tools and techniques for young children with disabilities.

3. Assess young children with disabilities using a variety of assessment tools and

techniques in all areas of development, including motor, cognition, language and

communication, and social performance.

4. Score, interpret, and report assessment information verbally and in writing to parents and

colleagues.

5. Understand methods of progress monitoring and be able to apply them to individual children and programs.

Evidence-Based Practice:

This course is designed to provide students with information for implementing evidence-based practice (EBP) for young children with disabilities including those with autism spectrum disorders. EBP is a decision-making process that integrates the best available research evidence with practitioner expertise and family preferences and values (Buysse & Wesley, 2006; CEC, 2008, p. 29). In this course, students will not only learn about the best available assessments and assessment procedures(as fits with Recommended Practices from the Division for Early Childhood: Council for Exceptional Children) with young children with disabilities and their families, but also how to modify those practices to best fit the individual needs of children, their families, and the broader learning context.

EBP References

Buysse, V, &Wesley, P. W(Eds.). (2006a).Evidence-based practice in the early childhood field.Washington, DC:ZERO TO THREEPress.

Buysse, V., & Wesley, P.W. (2006).

Council for Exceptional Children. (2007a). Evidence-based practice. Retrieved May 12, 2012, from based Practice&Template=/TaggedPage/TaggedPageDisplay.cfm& TPLID=24&ContentID=4710

U.S. Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved January 26, 2005 from

index.html.

Method of Instruction:

Lecture, discussion, in-class activities, outside class assignments, video-based assignments.

Textbooks:

Capt, Pretti-Frontczak, & Bricker (2002). Assessment, Evaluation, and Programming System for Infants and Children: Administration Guide (Volume 1)(2nd Edition). Baltimore, MD: Brookes.

Grisham-Brown & Pretti-Frontczak (2011). Assessing Young Children in Inclusive Settings: The Blended Practices Approach. Baltimore: Brookes.

Course Requirements:

Class Attendance and Participation (10% of final grade)

All students are expected to arrive on time for class and to attend all class sessions. Repeated tardiness will result in a reduction in class attendance/participation points. During class time, students are expected to participate actively; share views and experiences as they relate to topics; ask questions; share their understanding and interpretation of assigned readings; and contribute to group activities conducted during class.

Readings-based Class Activities (5% of final grade)

Students will create and implement a review/activity of assigned readings. The review/activity needs to actively engage student peers. Depending on class size, this activity may be done in small groups.

Written Assignments

Long-Range Assessment Assignment (35% of final grade)

Each student will select and administer a specified number and type of assessments to a child under age 5 with or without disabilities. The student will write an Evaluation Report based on the assessment results. Test protocols should be attached to the report. Specifics on this assignment will be provided at a later date.

Short-Range Assignments (50% of final grade)

Each student will complete 3 short-range assignments stressing the application of course content. Students will have 2 weeks to complete each assignment.

Motor Assessment Assignment: 17% of final grade

Cognitive Assessment Assignment: 17% of final grade

Psychometrics Assignment (in-class test): 16% of final grade

Grading:

Grades will be based on the total points achieved according to the following scale:

A+ = 99-100%B- = 81-83%

A = 94-98%C+ = 78-80%

A- = 91-93%C = 74-77%

B+ = 88-90%C- = 71-73%

B = 84-87%

Notice for Courses with Practica or Observation Requirements:

This course includes assignments that require you to spend time in schools. All students working with or observing children in public and private schools, IUs and vocational-technical schools are required to provide the Coordinator of Clinical Practice in the Department of Instruction and Learning with the following clearances:

  • Federal Criminal History Record
  • Pennsylvania State Criminal Record Check
  • Pennsylvania Child Abuse History Clearance

If these clearances are not turned in by the end of the drop/add period, the student must drop any class requiring school visits. Furthermore, if there is a criminal infraction on any of these clearances, it is likely that the Coordinator of Clinical Practice will be unable to find a school placement for the student, and the student will be required to withdraw from the class. Students who have criminal infractions on their clearances should consult the Coordinator of Clinical Practice as early as possible for advice on whether a placement will be likely. Decisions about permitting students to observe or do other tasks in a school are made by the school district and the principal. The University cannot guarantee that a person with criminal infractions on their clearances will be permitted to do assignments in a school. While state law bars certain offenders from schools, districts often impose more extreme requirements.

Course Policies:

Academic Integrity

Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an examination, including dictionaries and programmable calculators.

Cell Phones

Students should not receive or make cell phone calls during class. Cell phones should be turned off or to silent mode to prevent disruption. Students are welcome to check messages or make calls during break time.

Disabilities

If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and the Disability Resources and Services no later than the 2nd week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call 412-648-7890 (Voice or TDD) to schedule an appointment. The Office is located in 140 William Pitt Union.

Statement on Classroom Recording

To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

Departmental Grievance Procedures

The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow this procedure:

  1. The student should talk directly to the faculty member to attempt to resolve the matter.
  2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator.
  3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford).
  4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Michael Gunzenhauser).
  5. If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Michael Gunzenhauser).

Laptop Computers/Tablets

Students are welcome to use computers and tablets to support their class participation with note-taking, handouts, in-class assignments, etc. These devices should not be used for entertainment or other work during class time.

Written Assignments

All students must submit written assignments on the dates required. Five percent will be deducted from the grade of each late assignment unless prior arrangements are made. All assignments must be word processed and submitted electronically to the Blackboard Assignment Tool (unless otherwise specified). Students are advised to save back-up copies of their assignments before sending them in to the instructor. Students are expected to turn in assignments that use appropriate grammar, spelling, and punctuation. Assignments with too many grammar, spelling, and punctuation errors will be turned back for correction and resubmission with a 2.5% penalty to the final grade of that assignment. A similar policy will be effective for assignments that do not follow the directions and formats required, including the use of People First Language.

Competence Policy

It is expected that all students receive at least a minimum level of competence (i.e., a "B" grade) on each assignment. Assignments that receive a grade below a "B" level must be redone and resubmitted. Students who are given this option are expected to redo the assignment within 2 weeks unless other arrangements are made with the instructor. Students who redo work will receive a maximum grade of "B."

Topical Outline:

Date

/

Topic

(Course topics are subject to change based on the discretion of the instructor. Students will be made aware of ALL changes!) /

Assignments

(AYC = Assessing Young Children in Inclusive Settings; AEPS = Assessment, Evaluation, and Programming System)
Class1
Aug 30 /

Course Overview

Assessment Overview
Class 2
Sept 6 / Assessment Overviewcon’t

Authentic Assessment

Family Involvement / AYS – Ch. 1,6
Reading Review 1
AYS – Ch. 2&3

AEPS – Ch. 5&6

Reading Review 2

Class 3
Sept 13 / Motor Development & Assessment (Gross Motor)
Class 4
Sept 20 /

Motor Development and Assessment (Fine Motor)

Motor Assignment Introduction
Class 5
Sept 27 / Cognitive Development & Assessment / AYS – Ch. 4

Reading Review 3

Class 6
Oct 4 /

Finish Cognitive Development and Assessment

Cognitive Assignment Introduction

Communication Development & Assessment

/ Motor Assignment Due
Class 7
Oct 11 / Complete Communication Development and Assessment

Long-Range Assignment Introduction

Oct 18 /

NO CLASS: FALL BREAK SCHEDULE

(Students will attend Monday classes on this date.)
Class 8
Oct 25 /

NR Assessment Development and Standardization

/ Cognitive Assignment Due
Class 9
Nov 1 /

Scoring NR Assessments

Psychometrics

Psychometrics In-Class “Celebration of Learning” Introduction / AYS – Ch. 5
Reading Review 4
Class 10
Nov 8 /

Criterion/Curriculum-Referenced Assessments

Interpreting and Reporting Assessment Results / AYS – Ch. 7
AEPS – Ch. 1, 2, 3, 4
Reading Review 5
Psychometrics “Celebration of Learning”
(onCourseweb; due by start of class on this date)
Class 11
Nov 15 /

Social/Emotional Development & Assessment: Infant Mental Health (guest speaker)

Assessing Adaptive Skills

Class 12
Nov 22 / Functional Behavioral Assessment
Screening
Class 13
Nov 29 / Progress Monitoring
Program Evaluation / AYS – Ch. 8&9
Reading Review 6

Long Range Assignment (Pt. 1) Due

Class 14
Dec 6 / Individual Meetings (to review feedback on LRA
Pt. 1) / (Long Range Assignment (Pt. 1) returned with feedback)
Class 15
Dec 13 / Wrap-up / Long Range Assignment (Complete!) Due