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NANCY BROCKWAY, M.A., OTR/L
ROBIN HOOFNAGLE, M.S. CCC-SLP
YVONNIE HUTCHISON, OTR/L, MSOL
CREATING CONNECTIONS FOR SHINING STARSJULY 24, 2013
Be Informed! Be Authentic!Think Outside the Box of
Your Standard Test Tool Kit
“Much of developmental psychology (earlychildhood testing) as it now exists is the
science of the strange behavior ofchildren with strange adults in strange
settings for the briefest possible periodsof time.”
(Bagnato p. 118)
Best Practices in Assessment
1. Family and professional collaboration in planning and implementing assessment
2. Assessment is individualized and appropriate for child and family
3. Assessment provides useful information for intervention
4. Information is shared by professionals in respectful and useful ways
5. Legal and procedural requirements are met
(Bagnato, PP. 7-15)
LEARNING OBJECTIVES
1. Compare and contrast Conventional Assessments and Authentic Assessments.
2. Develop strategies to capture useful and authentic information during assessment for service planning and ongoing assessment.
3. Identify strategies to promote caregiver participation in order to achieve more accuracy in understanding and reporting family routines and priorities to develop functional outcomes.
WHY DO WE ASSESS?
Assessment –is a process for gathering information to make
decisions about young children. (Bagnato Power Point , slide 3)
Purposes for Assessment
Screening: Does the child require further assessment?
Determining Diagnosis/Eligibility: Does the child qualify for services?
Intervention Planning: What should I teach and how should I modify instruction?
Progress Monitoring: Is the child making progress developmentally?
Evaluating Program effectiveness: Meeting the needs of children and families? Federal requirements-OSEP Child Outcomes/Indicators:
-Positive social-emotional skills -Acquisition and use of knowledge -Use of appropriate behaviors to meet their needs.
Conventional Authentic
For purposes of diagnosis, delay or disorder (Bagnato, S.A., Neisworth, J.T., Pretti-Frontczak, K. P.6)
To compare scores to peers who are typically developing
To get a true picture of what the child can and can not do for the purpose of treatment planning (Bagnato, et al. P.13-14)
To identify child’s strengths and needs for intervention planning.
Compare and ContrastWHY?
Conventional Authentic
Unfamiliar professionals
Family
Caregivers
Familiar adults in child’s life- baby sitters, neighbors
Unfamiliar professionals
Compare and ContrastWHO?
Conventional Authentic
Contrived environment/clinic setting
Natural learning environments:
HomeDaycareGrocery storePlace of worshipCommunity center
Compare and ContrastWHERE?
Conventional Authentic
Highly scripted event
Use of standardized objects and procedures.
Specific criteria for obtaining credit for the test item
Systematic recording of developmental observations overtime
Observations of child’s play and responses to daily routines.
Use of child’s toys, home or daycare items
Compare and ContrastHOW?
Conventional Authentic
Scheduled when evaluator is available.
Time that meets child’s/family’s schedule
Flexible process
Observations made over time within daily routines
Compare and ContrastWHEN?
Why We Embrace Tenants of Authentic Assessment
Creates partnerships and values expertise of parent/caretaker
Supports assessment and intervention in natural learning environments
Looks at child in more meaningful functional manner
Captures uniqueness of each child and family
Fair assessment of all children regardless of functional limitations
Why We Embrace Tenants of Authentic Assessment
Supports integration of information gathered at intake visit into ASP/ IFSP development
Aligns with Early Indicators
Adheres to the Key Principles for Providing Early Intervention
Moves toward best practice
Offers opportunity to integrate observation and clinical knowledge
Activity
To use authentic assessment practices during an ASP, look at the underlying skills and abilities that the test item
requires for the child to be considered successful.
With the team members, including parents/caregivers, find alternative activities that demonstrate the child’s functional competence in the task/area being measured.
Identify some questions you can ask the parents/caregivers to elicit information related to their child’s functional competency as an alternative to the specific test items?
Activity Example
When considering assessment results and writing IFSP goals with families, think about what a missed skill tells you about
the child’s development.
Break that skill down into its parts and think broadly.
Target the underlying skills and abilities the child needs to learn.
Plan- within daily routines in the natural learning
environment, develop strategies with the family that address these learning needs using different, interesting materials in lots of different ways.
Activity ExampleObtains Toy with a Stick
17 months Cognitive #62; Fine Motor #51
Materials: Small rubber toy; Table; Stick
Procedure: Placer rubber toy on table in front of child, just out of reach, Place the stick so that it touches the toy and points toward child. Then say “I can make the toy (or name the toy) come”, and pull the toy towards the child using the stick. Replace toy and stick and say “You make the toy come.” Demonstrate again if child seems unsure.
Criteria: Credit if child makes purposeful attempt to obtain toy, although muscular coordination may be lacking to be successful. Child should attain toy successfully by 20 months.
Activity ExampleObtains Toy with a Stick
What is that test item testing – underlying skills and abilities? Tool use
Motor Planning - evaluate situation, then plan/sequence actions and then execute action Eye-hand Coordination; Visual-Motor Planning - reach with stick to attain toy; speed,
accuracy Spatial Orientation - away from body vs. directed to one’s body (brush hair/teeth, comb
hair) Grasping Pattern on Stick Problem Solving- motor solution to a cognitive problem Attention/Persistence to Task Imitation of Adult Model Direction Following
What other factors are involved?
Interest/Motivation in Activity Positioning
Activity ExampleObtains Toy with a Stick
How else can we find out about the child’s functional skills that are being targeted with that test item?
Ask the family if they have ever seen their child purposely use a “tool” (toy, broom, stick) to:
Try and retrieve a toy that rolled under the couch Pick up toys with a large magnet Hammer to pound nails Retrieve objects outside (maybe inside too!) with a toy rake,
golf club, hockey stick Help wipe crumbs off the table with a sponge or cloth
Strengths Limitations
Value Parent input and expertise relating to their child.
Local system recognizes the potential benefits of more Authentic Assessment.
An increasing number of providers are becoming more aware of the importance of gathering functional information, in part due to the training initiative on OSEP indicators.
Statistics # of children, #of evals, home and center based evaluations
Inability to provide consistent interventionist from ASP through ongoing intervention.
Limited time for assessment and constraints of individual provider’s schedule
Use of center-based assessments
Initial assessment purpose is primarily to begin services
Current Local System Practices
Clinical Opinion
“Informed clinical opinion makes use of qualitative and quantitative information to assist in forming a determination regarding difficult-to-measure aspects of current developmental status and the potential need for early intervention.”
Informed Clinical Opinion
Qualitative and Quantitative information is gathered by the following means:
clinical interviews with parents
evaluation of the child at play
observation of parent-child interaction
information from teachers or child care providers
neurodevelopmental or other physical examinations
How do We Get There from Here? More Authentic Assessment Practices
Begins with educating and supporting staff, families and community about Authentic Assessment practices
Respect the value and limitations of a conventional test
Create a culture that values: the family's’ role and expertise; a child’s functional competence; and team members’ clinical judgment
Be open to using tools that are sensitive to small changes, adaptable to all children and curriculum based
Is sustained by making small changes
Be Informed! Be Authentic! Think Outside Your Standard Test Tool Kit!
Resources
Bagnato. S.J. (2007). Authentic Assessment For Early Childhood Intervention. New York, NY. The Guilford Press
Bagnato, S.J., Neisworth, J.T., Pretti-Frontczak, K. (2010). LINKing Authentic Assessment & Early Childhood Intervention, Best Measures For Best Practices, Second Edition. Baltimore , Maryland. Brooks.
Bagnato, S.J., The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice. Journal of Early Intervention, 2005, Vol.28, No. 1, 17-22
Bronfrenbrenner, U. (1977) Toward an Experimental Ecology of Human Development. American Psychologist, 32 (7), 513-531
Shonkoff, Jack P., M.D., The Limitations of Normative Assessments of High-Risk Infants. Topics in Early Childhood Special Education. April 1983. p 29-43.
References
“Authentic Assessment Practices: How to be a Critical Consumer Across Assessment Purposes.” Grishman-Brown, J., University of Kentucky, Bagnato, S. J. The UCLID Center at the University of Pittsburgh, University of Pittsburgh school of medicine, PFEIFFER, C. Kent State, Center for Excellence in Early Childhood Research and Training. www.ehhs.kent.edu/ceecrt/wp.../preconferencerev-with-kpf-edits2-1.pdf.
OSEP TA Community of Practice-Part C Settings http://ectacenter.org/topics/natenv/natenv.asp
Shackelford, Jo. National Early Childhood TA Center. Informed Clinical Opinion. NETAC Notes, Issue No. 10 May 2012 http://www.nectac.org/~pdfs/pubs/nnotes10.pdf
The Colorado Department of Education http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
Virginia Early Intervention Professional Development. http://eipd.vcu.edu/
-Early Intervention Strategies for Success. http://veipd.org/earlyintervention/category/recent-articles/