Alternative Assessment Tools for Students with Complex Disabilities

Alternative Assessment Alternative Assessment Tools for Students with Tools for Students with

Complex DisabilitiesComplex DisabilitiesLynn V. Marentette Sp.A. NCSPLynn V. Marentette Sp.A. NCSP

Union County Public SchoolsUnion County Public Schools

Psychology Department PresentationPsychology Department Presentation

5/22/095/22/09

Alternative Assessment Tools for Alternative Assessment Tools for Students with Complex DisabilitiesStudents with Complex DisabilitiesA COLLABORATIVE TEAM APPROACHA COLLABORATIVE TEAM APPROACH

Evidence Based Practices for Students with Severe DisabilitiesDiane M. Browder, UNC Charlotte

Fewer than 10% of studies with students with severe disabilities have focused on academics (Nietupski, Hamre-Nietupski, Curtin, & Shrikanth, 1997)

Several studies show Ss with severe MR learned sight words (Browder & Xin, 1998)

At least 10 studies show Ss with severe MR learned math skills of time; money (Browder & Grasso, 1999)

Instructional Support for Acquisition of Target Responses Systematic prompting with feedback used extensively in research with

students with severe disabilities (Review by Ault, Wolery, Doyle, & Gast, 1989) Features include

Specific prompts Method to fade prompting Specific feedback/ reinforcement for corrects Method for error correction


Evidence Based Practices for Students with Severe Disabilities Diane M. Browder, UNC-Charlotte

Use of Assistive Technology Can be used to acquire symbol use (e.g., meaning of pictures or

words)(Kozleski, 1991) May decrease problem behavior (Horner et al., 1990) May increase peer interaction; turn taking (Hunt et al., 1991) Research on the alignment of Alternative Assessment Currently conducting comprehensive literature reviews on acquisition

of academic skills by students with moderate and severe disabilities Have found 190 studies to date; 47 with students with severe

cognitive disabilities There is emerging evidence that this population can acquire academic

skills Limitation in types of academic skills addressed- mostly sight words

and money


Extended Standard Example (K):Extended Standard Example (K): The learner will develop and apply strategies The learner will develop and apply strategies

and skills to comprehend text that is read, and skills to comprehend text that is read, heard, and viewed heard, and viewed

Demonstrate sense and sequence of story Demonstrate sense and sequence of story Connect own experience to text (prior Connect own experience to text (prior

knowledge) knowledge) Anticipate event in text Anticipate event in text Fantasy in text Fantasy in text Explore and respond to different forms of text Explore and respond to different forms of text Follow oral-graphic directions.Follow oral-graphic directions.


NC EXTENDS – NC EXTENDS – SYMBOLIC ACCESS POINTSSYMBOLIC ACCESS POINTS ENG/Lang ENG/Lang Arts KArts K

http://www.dpi.state.nc.us/curriculum/ncecs

Demonstrate the ability to recognize common Demonstrate the ability to recognize common printed words or pictures.printed words or pictures.

Demonstrate ability to track print. Demonstrate ability to track print. Relate letters to sounds.Relate letters to sounds. Demonstrate understanding of commonly used Demonstrate understanding of commonly used

environmental symbols. environmental symbols. Attempt to read simple patterned, decodable Attempt to read simple patterned, decodable

or predictable textor predictable text Interact daily with self-selected textInteract daily with self-selected text


NC EXTENDS – NC EXTENDS – EARLY SYMBOLIC ACCESS POINTSEARLY SYMBOLIC ACCESS POINTS ENG/Lang Arts KENG/Lang Arts K


Demonstrate attention to the reader and the Demonstrate attention to the reader and the text.text.

Explore the differences among letters Explore the differences among letters (alphabet), symbols, pictures, and (alphabet), symbols, pictures, and environmental print.environmental print.

Interact with simple patterned, decodable or Interact with simple patterned, decodable or predictable text.predictable text.

Choose and explore books for reading.Choose and explore books for reading.


NC EXTENDS – NC EXTENDS – PRE-SYMBOLIC PRE-SYMBOLIC ACCESS POINTSACCESS POINTS ENG/Lang Arts K ENG/Lang Arts K


Demonstrate a response to voice Demonstrate a response to voice and/or sounds within a literacy and/or sounds within a literacy contextcontext

Demonstrate a response to the Demonstrate a response to the visual textvisual text


NC EXTENDS – DEMONSTRATORSNC EXTENDS – DEMONSTRATORS Communicate or Demonstrate UnderstandingCommunicate or Demonstrate Understanding: : At this level, the At this level, the

student is actively demonstrating understanding of the concept student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with a through actions or words. The student manipulates materials with a understanding of properties. The student will use the concept with understanding of properties. The student will use the concept with familiar materials and situations and begins to apply the concept in a familiar materials and situations and begins to apply the concept in a new situation.new situation.

Demonstrate KnowledgeDemonstrate Knowledge: : Demonstrating knowledge requires active Demonstrating knowledge requires active and functional manipulation of the materials. Does the student and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related demonstrate the ability to predict an action or to connect related objects or materials through a concept? Demonstrating knowledge objects or materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept. implies acting with some knowledge of a concept.

Demonstrate Awareness: Demonstrate Awareness: Demonstrating awareness through Demonstrating awareness through repeated exposure to materials and their use at a functional level, repeated exposure to materials and their use at a functional level, does the student demonstrate familiarity or expectation of a specific does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, to action of a result with the materials through eye gaze and attention, to action of a specific result with the materials through eye gaze and attention, specific result with the materials through eye gaze and attention, through movements, or through expression?through movements, or through expression?


NC EXTENDS –Indentify/IndicateNC EXTENDS –Indentify/Indicate Identify: Identify: The student generates response The student generates response

independently and communicates the independently and communicates the response in their mode of communication response in their mode of communication (verbal, eye gaze, switch, picture (verbal, eye gaze, switch, picture communication, etc).communication, etc).

Indicate:Indicate: The student chooses from an The student chooses from an array of responses (concrete objects, array of responses (concrete objects, pictures, etc) via the student’s mode of pictures, etc) via the student’s mode of communication (verbal, eye gaze, switch, communication (verbal, eye gaze, switch, picture communication, etc).picture communication, etc).


Collaborative Team Approach to Evaluation Overview: Evaluation Components

Components of assessment approaches used by team members (current team or previous evaluation teams) – OT, SLP, PT, E.C.

Components of assessments conducted outside of school: Neuropsychological, neurological, psychiatric, genetic, OT/PT/SLP, SSI, Vocational Rehab, DD, Early Childhood


Evaluation ApproachesEvaluation Approaches Traditional vs. Dynamic AssessmentTraditional vs. Dynamic Assessment SETT ModelSETT Model FunctionalFunctional DevelopmentalDevelopmental NC ExtendsNC Extends

Alternative Assessment Tools for Students Alternative Assessment Tools for Students with Complex Disabilitieswith Complex DisabilitiesA COLLABORATIVE TEAM APPROACHA COLLABORATIVE TEAM APPROACH

School OT

School PT

E.C. Teacher

ParentsExtended Family

CAP workerCaregivers

Regular EdSpecial Area

CTEAdmin.

Speech/Language Pathologist

School Psychologist

Medical and Medical and Related HealthRelated Health

StudentStudentClassroom/SchoolClassroom/School

HomeHomeHistoryHistory


Essential StepsEssential Steps Gather all people involved in the evaluation process ASAP and Gather all people involved in the evaluation process ASAP and

conduct a conduct a thoroughthorough review of records. (Divide and share review of records. (Divide and share approach speeds up this process.)approach speeds up this process.)

Have parent sign release of information forms (multiple school Have parent sign release of information forms (multiple school districts, neurological, psychiatric, early intervention, community districts, neurological, psychiatric, early intervention, community agencies, vocational rehabilitation, etc.) in order to gather missing agencies, vocational rehabilitation, etc.) in order to gather missing informationinformation

Get out a calendar: Decide who does what, by when, and make Get out a calendar: Decide who does what, by when, and make sure everyone on the team has a copy of this informationsure everyone on the team has a copy of this information

Have a checklist of all possible assessment tools, strategies, Have a checklist of all possible assessment tools, strategies, observation checklists, rating scales, assessment materials and observation checklists, rating scales, assessment materials and tests that might be neededtests that might be needed

Decide what components require two (or more) people at the Decide what components require two (or more) people at the same time, ie SLP and teacher, SP and EC teachersame time, ie SLP and teacher, SP and EC teacher

Decide when and if assistive technology or aug-com devices might Decide when and if assistive technology or aug-com devices might be needed (OT/PT/SLP). Also include educational technology be needed (OT/PT/SLP). Also include educational technology applications that might be useful.applications that might be useful.


School Psychologist ContributionsSchool Psychologist Contributions Understanding of child and adolescent Understanding of child and adolescent

developmentdevelopment Understanding of RTI approaches that can be Understanding of RTI approaches that can be

translated to assessment process for these translated to assessment process for these studentsstudents

Strength-based, solution-focused assessment skillsStrength-based, solution-focused assessment skills Observation skills, across settingsObservation skills, across settings Access to a wide range of assessment tools to Access to a wide range of assessment tools to

support a “cross-battery” approach to assessment support a “cross-battery” approach to assessment if needed.if needed.


Never say never. Try to use standardized test batteries to see Never say never. Try to use standardized test batteries to see what student can do that is similar to same-age peers.what student can do that is similar to same-age peers.

Adapted Assessment- note what you did and the rationale Adapted Assessment- note what you did and the rationale behind your decisions in your report, and reference this with behind your decisions in your report, and reference this with activities the student can do in school and at home.activities the student can do in school and at home.

Cross battery items so you assess a student using subtests that Cross battery items so you assess a student using subtests that minimize the impact of the student’s ability on performance:minimize the impact of the student’s ability on performance:

Block designs, puzzles, picture vocabulary, visual memory on RIAS, Block designs, puzzles, picture vocabulary, visual memory on RIAS, auditory processing, phonological processing, spatial reasoning, auditory processing, phonological processing, spatial reasoning, “hands-on” “hands-on”

Adapt materialsAdapt materials EnlargeEnlarge Reduce number of choices ie: 6 to 4, 4 to 2, etc.Reduce number of choices ie: 6 to 4, 4 to 2, etc. Select real photographs that correspond with line-drawingsSelect real photographs that correspond with line-drawings

Adapt instructions, provide additional demonstrations to see if Adapt instructions, provide additional demonstrations to see if the student can learn the “setthe student can learn the “set

RIAS, DAS, BRACKEN, WISC-IV, Stanford-RIAS, DAS, BRACKEN, WISC-IV, Stanford-Binet ComponentsBinet Components Adapt for use on computerAdapt for use on computer Adapt for use on interactive whiteboard – Adapt for use on interactive whiteboard –

easier for students who might be able to use easier for students who might be able to use eye-gaze strategieseye-gaze strategies

Adapt for use on eye-gaze, switchesAdapt for use on eye-gaze, switches Work closely with your team, they might Work closely with your team, they might

have great tools!have great tools!


CONSIDER NEUROPSYCHOLOGICAL EVALUATION CONSIDER NEUROPSYCHOLOGICAL EVALUATION COMPONENTS : What’s in your toolbox?COMPONENTS : What’s in your toolbox?

IntelligenceIntelligence Problem solving and conceptualizationProblem solving and conceptualization Planning and organizationPlanning and organization Attention, memory, and learningAttention, memory, and learning LanguageLanguage Academic skillsAcademic skills Perceptual and motor abilities Perceptual and motor abilities Emotions, behavior, and personalityEmotions, behavior, and personality Also:Also:

Adaptive and functional skillsAdaptive and functional skills Prevocational-related skillsPrevocational-related skills

Alternative Assessment Tools for Students Alternative Assessment Tools for Students with Complex Disabilitieswith Complex DisabilitiesA COLLABORATIVE TEAM APPROACHA COLLABORATIVE TEAM APPROACH

Dynamic AssessmentDynamic Assessment

Dynamic assessment is an ongoing interactive and dynamic team process that happens over time

It is easy to prove what a child can NOT do through the use of standardized tests. Standardized tests may not be helpful or really

give you a clear indication of what the child knows

Adapted from Linda Burkhart’s materials: http://www.lburkhart.comhttp://www.lburkhart.com/hand_AAC_OSU_6_08.pdf


DYNAMIC ASSESSMENT Adapted from Linda Burkhart

http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf

Children with severe, multiple and complex Children with severe, multiple and complex challenges may need to learn specific challenges may need to learn specific communication and motor strategies first, in communication and motor strategies first, in order to be able to demonstrate cognitive and order to be able to demonstrate cognitive and language understanding in a testing situation:language understanding in a testing situation: Child may understand and have knowledge but not Child may understand and have knowledge but not

have the motor or communication skill to demonstrate ithave the motor or communication skill to demonstrate it

A child who does not point might be able to use their A child who does not point might be able to use their eyes, press a switch, or move an object to make a eyes, press a switch, or move an object to make a response.response.


DYNAMIC ASSESSMENT DYNAMIC ASSESSMENT Adapted from Linda Burkhart

Find out what the student can do successfully and build on that

Determine the purpose or goal of a particular activity from the adult’s perspective and from the child’s perspective - so both know the purpose of the activity

Intervene - Observe - Adjust Intervention - Observe (repeat) (MEASURE!)

Provide moderate changes within a natural context and observe results


DYNAMIC ASSESSMENTDYNAMIC ASSESSMENT Adapted from Linda Burkhart

Decide what you want to find out and what might help you find that out

What facilitates function, and what inhibits function in each aspect of a task, such as:

motor skills, vision, hearing, attention, language processing, initiation, expressive

communication, interaction, motivation, problem solving, state, and sensory processing

Adult provides supports and scaffolds to determine possibilities

Pay close attention to child’s sense of competence and feelings of control and choice within the activity


SETTSETT S Student, tudent, EEnvironment, nvironment, TTasks,asks,TToolsools Start with the students abilities and needs Then look at the environments and available

supports in that environment Next look at the tasks the child will need to

perform in each environment Look at the features of technology: “light tech”

to “high tech” needed to meet these requirements

Focus on not ability to use a particular device (ex: interacting with people) http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf


Does the student use or need Aug-Com and A.T.?

How is progress measured currently?

What can the student do with classroom materials?

What does the student do with math?

What materials can you use for alternative assessments?






Resources Karen Ericson, Director, Center for Literacy and Disability Studies,

UNC School of Medicine, Department of Allied Health Sciences Diane M. Browder, UNC Charlotte Evidence-Based Practices for

Students with Severe Disabilities Project Converge Don Johnson: MEville to WEville

Start to Finish Literacy Starters Write from the Start with Alternative Pencil

http://www.med.unc.edu/ahs/clds/files/Alt%20Pencil%20Order%20UPD.pdf

Alphabet eye gaze NC Augmentative Communication Associationhttp://www.ncaca.info/ North Carolina Assistive Technology Associationhttp://www.ncatp.org/


TACTUAL BOOKS“LetsDoPlants” http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/LetsDoPlantsDirections.pdfA Person or a Plant? (Deaf/Blind) http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/PersonOrPlantDirections.pdfShop Til I Drop http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/PersonOrPlantDirections.pdf

A Butterfly is Born http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/

ButterflyIsBornDirections_000.pdfI Made a Frog http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/

MadeFrogDirections_000.pdfSnowballs in the Desert http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/

SnowballsInDesertDirections_000.pdfDown in the Dumps http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/

DownInDumpsDirections_000.pdf


KEY POINTSKEY POINTS Collaborative Team Approach to Evaluation Thorough Review of History Dynamic Assessment, strength-based

assessment Use of photographs, digital video, home,

school, and community “RTI” approach – ongoing intervention,

tweaking, monitoring Cross-battery, neuropsych approaches Environment, Activities, Materials, Instruction “Goodness of Fit”

Documents

Alternative Assessment Tools for Students with Complex Disabilities