data 3

Question 1

• Collection of informal/formal data
• Linked to RTI intervention process
• Assessments

Answer 1

Data-based Decision Making

Question 2

Advantages
•High validity and reliability
•Directly comparable to peers
• Shows presence/absence of problem
Limitations
•No modification to match student needs

Answer 2

Structured Interviews

Question 3

Advantages
•Adapt to student needs
•Puts students at ease
Limitations
•Responses difficult to interpret
•Cannot compare to norms

Answer 3

Unstructured Interviews

Question 4

• Observe the student for a few seconds at designated intervals and notice whether the behavior occurs for the whole interval that you are looking for it (mark “yes” or “no” as to whether this behavior occurred for the whole time that you were watching).
• Continuous behaviors with short duration

Answer 4

Whole Interval Recording

Question 5

Number of behaviors that occur during a specific period

Most useful with behaviors that are discrete and short in duration

Answer 5

Frequency or Event Recording

Question 6

•Mark whether the behavior occurred at least once during the short observation interval.

Answer 6

Partial-Interval Recording

Question 7

• Equal number of time intervals
• Mark if behavior occurs during interval
• Good to use if timing of behavior is difficult to determine

Answer 7

Time Sampling Interval Recording

Question 8

Length of time behavior lasts

Answer 8

Duration Recording

Question 9

Time between onset of stimulus that initiates behavior

Answer 9

Latency Recording

Question 10

• Behavior scored as present or absent only during the moment that a timed interval begins
• Least biased estimate of behavior as it actually occurs

Answer 10

Momentary Time Sampling

Question 11

• Help determine whether modifications are needed in the general education environment
• Guide decisions about additional instruction and who needs more specific support

Answer 11

Universal Screening (Purpose)

Question 12

Universal Screening (Benefits)

Answer 12

• Cost effective
• Time efficient
• Easy to administer

Question 13

Universal Screenings (Liabilities)

Answer 13

• Chance to misclassify a student

* Better to err on the side of caution and give support (least dangerous assumption)

Question 14

Cognitive measure (group administered); monitor yearly performance (option)

Answer 14

Cognitive Assessment Test (CogAT)

Question 15

CBM’s conducted several times per year to identify students who need additional support

Answer 15

System to Enhance Education Performance (STEEP)

Question 16

• Data gathered to determine if specific intervention is effective
• Collected frequently/daily

Answer 16

Subskill Mastery Measurement (SMM)

Question 17

• Data gathered to determine progress being made for long-term goals
• Collected less frequently; weekly

Answer 17

General Outcome Measurement (GOM)

Question 18

Based on systematic and repeated measurement of behavior over specified time

Answer 18

Progress Monitoring (RTI)

Question 19

• Effectiveness: need to see change in behavior
• Confounding Variable: effectiveness of the intervention is what is actually measured
• Measurement Error: human error; fidelity

Answer 19

Variability and Sources of Error (RTI)

Question 20

• Average performance within a condition

* Condition: performance changes following a change; compared to peers or benchmark

Answer 20

Analysis of level (RTI)

Question 21

• Pattern of change in behavior across time
• Multiple measures required
• Visual analysis used to estimate general pattern of change across time

Answer 21

Analysis of Trend (RTI)

Question 22

Current level, trend, and variability of behavior (prior to intervention)

Answer 22

Baseline (RTI)

Question 23

• No new highs/lows (spikes) for 3 consecutive data points (during baseline)
• 80% of points should fall within 15% of the mean line
• Minimum of 3-4 points for baseline data

Answer 23

Evaluation Points (RTI)

Question 24

Reason to use RTI data (RTI)

Answer 24

Student whose teacher’s use data-based decisions learn more than students whose teachers do not rely on such data

Question 25

Should the intervention be changed? (RTI decision rule)

Answer 25

* 2-3 points fall below the aim line | * Slope of trend line is less than the slope of the aim line

Question 26

Are there no correct responses for 3 or more days in a row? (RTI decision rule)

Answer 26

If no correct responses for 3-4 sessions, change the intervention

Question 27

Are the data highly variable? (RTI decision rule)

Answer 27

Consider extraneous variables when the data is too variable

Question 28

Is the % correct responding less than 85%? (RTI decision rule)

Answer 28

To correct, include modifications to instructions

Question 29

Is the student's performance accurate but slow? (RTI decision rule)

Answer 29

If growth is slow, focus efforts on increasing rate of correct responses (repeated practice; motivation)

Question 30

* Comprehensive and individualize strategy to identify the purpose or function of a student's problem behavior * Used to develop a plan to modify factors that maintain the problem behavior and teach appropriate replacement behaviors

Answer 30

Functional Behavior Assessment (FBA)

Question 31

FBA - Steps

Answer 31

1. Operationally define the behavior 2. Perform the assessment 3. Evaluate the assessment 4. Develop a hypothesis 5. Formulate an intervention plan 6. Start or implement the intervention plan 7. Evaluate the effectiveness of the plan

Question 32

* Significantly below average intelligence (IQ of 70 or below) * Origins of disability must be prior to the age of 18 * Must demonstrate deficits in adaptive functioning in at least two areas

Answer 32

Assessment of Intellectual Disabilities (ID)

Question 33

When assessing reading, writing, and speaking abilities, consider: •Developmental history and languages spoken •Language dominance •Language preference

Answer 33

Evaluating Language Competency

Question 34

Language difference vs. language disorder

Answer 34

* Present in both native and new language * Testing done in native language * Use formal and informal measures * Compared to members of same cultural language group * Language usage and error patterns described

Question 35

best practice when giving Standardized Tests to Second-Language Learners

Answer 35

Use of standardized tests with direct language translation (use of an interpreter) is not best practice and is psychometrically very weak if the test is not normed in the cultural group assessed