KEAN UNIVERSITY
UNION, NEW JERSEY
Fall, 2010
COURSE TITLE
Assessment of Students with Developmental Disabilities
Course NumberSPED 5701
Semester HoursThree
Prerequisites:SPED 5005
(unless waived)
Limitations on Enrollment:25
Required: M.A. Special Education, Low Incidence Disabilities- Concentration- DevelopmentalDisabilities
Catalog Description
Both functional and traditional assessment procedures are explored for programmatic planning and to develop individualized educational programs for students with developmental disabilities.
Note: In order to ensure full class participation, any
student with a disabling condition requiring special
accommodations (e.g. tape recorders, special adaptive
equipment, note-taking or test taking procedures) will
be strongly encouraged to contact the professor at the
beginning of the course. For the student's convenience,
the professor's office hours, telephone number and e-mail
address will be listed on the syllabus.
KEAN UNIVERSITY OF NEW JERSEY
UNION, NEW JERSEY
COURSE TITLE
Assessment of Students with Developmental Disabilities
I.Course Objectives
Students will achieve growth toward being informed, dynamic,
professionals, as evidenced by demonstration of proficiencies in knowledge and comprehension (K), dispositions/values development (D) and skill development (S).
The student will:
A. appraise feasibility of various tradition assessment
methods to evaluate skill levels of students with
developmental disabilities (K, S)
B. analyze development of Federal legislation and the
impact upon assessment and planning for students with
developmental disabilities (K, S)
C. illustrate knowledge of the New Jersey Administrative
Code, along with approaches to conduct mandated
functional assessment (K, S)
D. incorporate the assessment of critical skills into
the evaluation in order to facilitate educational planning (K, S)
E. research the link between assessment and curricula
development for students with developmental disabilities
(K, S)
F. assess the significance of supported inclusive
education in the assessment process (K, S, D)
G. evaluate the participatory role of the family in the
assessment process (K, S, D)
II. Course Content
A. Analysis of traditional assessment
1. Norm-referenced tests and drawback for developmentally
disabled students
2. Criterion-referenced measures used with population
3. Implementing developmental scales
4. Exploring adaptive behavior scales
B. Federal Legislation
- Historical development of Public Law 94-142 and
- IDEA(Individual with Disabilities Educational Act)
2. Analysis of both parent and student rights
3. Mandate for non-biased assessment
C. Functional Assessment
1. implementing of ecological inventory/survey
2. developing of task analysis
3. functional assessment of problem behaviors
4. component model of functional life routines
5. conducting direct observation
6. ensuring non-biased multicultural assessment
D. Critical skills
1. assessing communication skills
2. evaluating motor skills
3. analyzing social/emotional development
E. Assessment-curricula link
1. planning for instruction
2. planning for data collection and analysis
3. monitoring as an on-going process
4. using data-based decision making
F. Supported inclusive education
1. implementing collaborative teaming
2. Using the MAPS approach
3. implementing peer interview
4. utilizing COACH technique
G. Family participation in assessment
1. utilizing parent interviews
2. incorporating parent input in the IMP process
3. conducting sibling interviews
4. multicultural considerations
III Methods of Instruction
A. Instructor Presentation
B. Films
C. Class Discussion
E. Cooperative Group Activities
F. Modeling
G. Case Studies
IV. Methods of Evaluation
A. Examination (K, S)
B. Written Assignments (K, S, D)
C. Class Participation (K, S, D)
D. Research Reviews (K, S, D)
E. Classroom Demonstration of Tools (K, S, V)
V. Suggested Text:
Goldstein, S., Naglieri, J.A., & Ozonoff, S. (2009). Assessment
Of autism spectrum disorders. New York: Guilford.
BIBLIOGRAPHY
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with diverse needs. New York: Guilford.
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Josp, M.K., Hosp, J.L., & Howell, K.W. (2007). The ABCs of CBM.
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Ysseldyke, J.E., & Algozzine, B. (2006). Effective assessment
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SEMINAL WORKS
Accardo, M.C. et al. (Ed.). (2001). Dictionary of developmental disabilities terminology.Port Chester, NY: National Professional Resources, Inc.
Bevan-Brown, J. (2001). Evaluation special education services
for learners from ethnically diverse groups: Getting it
right. The Journal of the Association for Persons with
Severe Handicaps, 26(3), 138-147.
Brown, F., & Snell, M.E. (1993). Meaningful assessment. In M.E. Snell (Ed.). Instruction of students with severe disabilities (pp. 61-98). New York: Merrill/Macmillan
Meisels, S., Jablon, J., Marsden, D., Dichtelmiller, M., & Dorfman, A. (1994). The work sampling system(2nd ed.). Ann Arbor, MI: Rebus
Meyer, J.H. (2001). Multiculturalism and severe disabilities.
The Journal of the Association for Persons with Severe
Handicaps, 26(3), 204-205.
Parette, H.P., & Angelo, D.H. (1996). Augmentative and alternative communication impact on families: Trends and future directions. The Journal of Special Education, 30(1), 77-98.
Sigafoos, J., Cole, D.A., & McQuarter, R.J. (1987). Current practices in the assessment of students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 12, 264-273.
Simpson, R.L., & Myles, B.S. (1995). Facilitated communication and children with disabilities: An enigma in search of a perspective. Focus on Exceptional Children, 27(9), 1-16.
Ysseldyke, J., Vanderwood, M., & Shriner, J. (1997). Changes
over the past decade in special education referral to
placement probability: An incredibly reliable practice.
Diagnostique, 23, 193-202.
WORLD WIDE WEB SOURCES
Adaptive Computing Technology Center.
Alliance for Technology Access (ATA).
Disability Preparedness.
Division on Developmental Disabilities (DDD). Council for Exceptional Children.
Division of Developmental Disabilities: Washington State Dept. of Social and Health Services.
Douglass Developmental Disabilities Center.
Family Resources Services, Inc.
First Signs. This site is dedicated to educating parents and professionals about autism and related disorders.
Imagine. This website provides support services to people with developmental delays and cognitive disabilities, including autism, cerebral palsy, Down syndrome and mental retardation.
Readings in Independent Living. This Alliance helps students with cognitive developmental disabilities.
NON-PRINT SOURCES
AAMR Adaptive Behavior Scales- Residential and Community. (Mihira, Leland & Lambert). (Test). Pro-ed, Austin, TX 78757.
AAMR Adaptive Behavior Scales-School. (Lambert, Nihira & Leland). (Test). Pro-ed, Austin, TX 78757.
Arick, J.R., Nave, G., Hoffman, T., & Krug, D.A. (2006). FACTER:
Functional Assessment and Curriculum for Teaching Everday Routines. (Kit Manuel and Booklets). Elementary and Secondary
Kit. #11385 & 11386. Austin, TX: Pro-Ed.
Aspergers Syndrome: Living outside the bell curve. (video). Port
Chester, NY: National Professional Resources, Inc.
Autism: Diagnosis, Causes and Treatments. DVD). DACT-8CTL.
Autism: The Unfolding Mystery (DVD). #AUMD614Q.
Developmental Assessment for the Severely Handicapped (DASH) (Dykes). (Test). Pro-ed, Austin, TX 78757.
Functional Assessment. (DVD). #DCBD2689Q.
Gilliam, J.E., (2006). GARS-2: Gilliam Autism Rating Scale (2nd ed.). Kit. 12160. Austin, TX: Pro-Ed.
Mesibov, G., Thomas, J.B., Chapman, S.M., & Shopler, E. (2007).
TEACCH Transition Assessment Profile (TTAP). (2nd Ed.). Kit.
11980. Austin, TX: Pro-Ed.
My Son Jack… Diagnosis: Autism. (DVD). #MSJD699Q.
Tomsky, J.E. (2008). Placement and LRE Decision for Students with Autism. Audio Conference CED with printed materials.