Advanced Organizer: Chapter 15 – Assessment of Emotional and Behavioral Disorders
Directions: As you review this week’s assigned readings, please complete the organizer to focus on key points. Submit the completed organizer to the assignment dropbox in Blackboard.
Before I read, here are my thoughts:
What do I already know about assessing emotional and behavioral disorders in a few words (you can list terms or share a few experiences you’ve had)? Before I read I know that when assessing EBD a student must go through a lot of observations to determine the severity of their disability and what may even cause it.
What questions do I have? What are some ways to calm a child down or maybe even pick a child up that may be depressed or anxious?
Rating my knowledge:
Please rate your knowledge before you read using this scale:
1. I don’t feel like I know anything about this topic.
2. I’ve heard some of the terms, but couldn’t tell you what they mean
3. I feel fairly comfortable with the key concepts, but want to know more.
4. I know all about this, and could teach this section. 2
As I read, here are my thoughts:
Main Topic Key Points
General rules for evaluation for special education Laid down through federal law through the IDEA act.
• Parents must participate Parents are a part of the decision making team when it comes to eligibility, writing IEP’s, and determining appropriate placement.
• Multiple disciplines must be involved Evaluation consists of assessments of a student’s educational needs including four components: Medical, psychological, social and educational.
• All known or suspected disabilities must be assessed accurately and fairly Students must be assessed in each area of known or suspected disability. Tests must be carried out in non-discriminatory manners and in the student’s native language.
• Assessment results must be confidential All test results and records must be kept confidential. No one except teachers and other professionals are allowed to review the records without parent permission.
• Parents have a right to mediation or a due process hearing If the parents disagree with the original plan then they can have another evaluation done by someone non-affiliated with that school.
• Periodic reevaluation is required After placement into special education, each students progress is assessed at least annually.
• Transition planning must be part of the IEP for students aged 16 or older Transition into work or further education must be included into the IEP for students ages 16 and older.
• Students with EBD must be included in general assessments of educational progress All students with disabilities must be included in state-wide standard or general assessments of educational progress.
• Positive behavior intervention plans based on a functional behavioral assessment must be included in the IEP Things to consider during a FBA is the source of the referral and the initial appearance of the issue. Young students most often never refer themselves for evaluation, so when they speak about an issue they are having we must take it serious.
General criteria for acceptable assessments
• Reliability of assessment Our goal is not to get rid of the error but to make sure that the assessments and the decisions based from them are as free from bias as possible.
• Validity of assessment The validity of assessment refers to the extent to which it measures what its intended to measure. Some complications related to validity are the ability to isolate certain behaviors.
• The importance of reliable and valid measures for students with EBD Students with disabilities are entitled to certain rights that don’t apply to their peers, such as: Procedural safeguards including informed parental consent for initial assessment, use of a variety of assessment tools, tests by trained personnel and assessment of all areas of suspected disability.
• Early identification and prevention `The purpose of screening in EBD is primarily secondary prevention opposed to primary prevention.
• Screening as convergence and confirmation of concerns A key provision of practice in assessment is that no single procedure or data source should ever be used to make important decisions.
• Using functional behavioral assessment in screening Using FBA has been suggested as a useful tool for identifying children with EBD at an early age.
Pre-referral strategies and response to intervention Before students are evaluated for special education services teachers must try to accommodate their needs in regular classes.
Evaluation for eligibility If everything else fails a student may get a formal referral for special education evaluation.
Current trends in educational assessment for instruction Selecting the right tool for the job requires a clear determination of the instructional needs of students.
Evaluation for instruction and