Early childhood special Education

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Assessment

Assessments must be conducted and the status must be reported in both the IEP and IFSP.
Present levels of performance must also be listed in the IEP/IFSP.
For a child to initially be identified as needed special ed services, various types of assessments must take place.
Assessments are also used to decide the nature of instruction and related services needed to accommodate that child’s learning, and/or to establish progress of a student who is already receiving services.
Remember we discussed earlier (when talking about referral process) that a parent must sign consent that a child can be tested. Then, and only then, will the assessments take place.

Assessment: Physical Exam

First, we are going to discuss the initial evaluation process (identification of a disability).
All children are usually first given a physical to rule out any medical problems. This is not done by the school system, but through the child’s pediatrician or hospital testing services.
This is a very important first step. For example, we don’t want to label a child as having a cognitive disability when they actually are deaf.

Assessment: IQ Test

Many of the other assessments are done by a school psychologist. This goes back to that appropriate evaluation component of IDEA that we discussed in the last module.
These assessments will include what’s usually called a complete psychological exam. This includes: an IQ test and achievement tests or developmental milestone charting, as well as other tests depending on the child’s presenting behaviors, reasons for referral, and age of child.

Assessment: IQ Test

An IQ test is an Intelligence Quotient Test. This does not measure how smart someone is. It measures the capacity someone has to be smart. It does not measure achievement, but measures capability. This means a child can do poorly in school, but have a high IQ.
The first IQ test was developed for adults and is called the Standford-Binet. It is an individual test.
The most common IQ test for children is called the WISC-The Wechsler Intelligence Scale for Children. This is also an individual test. This test would not be done with infants and toddlers, but by age 2-3 could be used depending on the developmental age of the child. It is usually used through the young teen years.

Assessment: IQ Test

IQ tests have some areas of concern.
First, because they are suppose to measure capacity to learn, they should be stable over time. In other words, if you score high at 4, you should score similarly at 8, 17, 35 or 62. But this does not happen. Scores can fluctuate, sometimes by a lot. So, this may mean they are not accurate.

Assessment: IQ Test

Second, they tend to ask questions that are part of mainstream, middle class American experience.
This means that children who have not been exposed to that experience may not score well-not because they aren’t smart, but because the test is culturally biased.

Assessment: IQ Test

For example, an earlier version of the WISC, asked children to complete the following: “Jack be nimble, Jack be quick, ________.”
Many children would not be able to answer that question correctly. If they were not exposed to that nursery rhyme, this sentence makes no sense. Children who have not had these types of nursery rhymes read to them would not do well, children whose parents may not speak English, or those who were raised in other countries may not be familiar with this nursery rhyme either.
The answer is “Jack jump over the candlestick.” This is an example of a culturally biased test question and this particular one is no longer on the WISC.

Assessment: IQ Test

Therefore, with all these problems, you might ask, why use IQ tests?
Well, there are several reasons. First, it does give a benchmark that is not totally arbitrary to begin to examine a child’s intelligence. Rarely would IQ score alone dictate a diagnosis for a child.
Second, almost all standardized tests are culturally biased. Professionals who use them realize this, and take that into account when testing children.
We do need some standard measurements with which to begin to identify areas of concern, so even with these flaws, we still use these tests.

Assessment: IQ Test

IQ is measured in what’s called a “bell shaped curve”. It looks like this:

below average average above average

below 89 90-110 above 110

Assessment: IQ Test

As you can see, most people fall within the big area (average).
There are less people at each end of the curve. This means that fewer people are severely intellectually disabled, as well as fewer people who are geniuses.
IQ score is used to begin a diagnosis of some exceptionalities (Talented and Gifted, and intellectual disability) and must be normal or near normal to begin other diagnosis’ (learning disabled).

Achievement Tests

The other type of basic assessment that is usually always completed is an achievement test.
This does measure how a child is achieving. For young children, it is not an academic test (reading, writing, math), but measuring appropriate developmental milestones.

Achievement Tests:
Developmental Milestones

To measure developmental milestones, several tests can be used.
A common one is the Battelle Developmental Inventory. This test measures all areas of development: cognitive, emotional and social, fine and gross motor skills, and adaptive. Language is examined, but usually more specific language tests are used, esp. if communication is delayed.
A common language/communication test used is the Goldman Fristoe Test of Articulation (GFTA).

Achievement Tests

Achievement tests are given to those functioning at a pre-reading level and above. (Usually Kindergarten or 1st grade)
Achievement tests look at reading, writing, math, cognition and problem solving, and sometimes general knowledge.
Many achievement tests can pinpoint skills/concepts within each of the broader subject areas where a child has strengths and weakenesses.

Achievement Tests

There are a variety of achievement tests that can be used, depending on age, as well as preference by states, school systems, or individual testers.
Some that you may hear mentioned include: WRAT (the Wide Range Achievement Test), The Woodcock Johnson Test of Student Achievement, the Peabody Individual Achievement Test, or the KeyMath 3 Diagnostic Assessment.

Other Assessments

After these basic assessments are done, a variety of other tests can be administered.
These can include: field ground tests (for perception), eye-hand coordination tests, more indepth language, communication, reading, or math tests, social inventories or social scales, functional behavior tests (for life skills behaviors), or problem solving tests.

Behavioral Assessments

Behavior is also looked at in many cases.
Usually the child’s teacher or child care teacher is asked to fill out a checklist of behaviors/skills. Sometimes parents are asked to fill one out also.
Formal behavioral assessments may include: Woodcock-Johnson Scales of Independent Behavior (SIB) • Vineland Adaptive Behavior Scale • Developmental Profile II • Child Behavior Checklist • Conners Parent & Teacher Rating Scales • Behavior Evaluation Scale – 2
All of these look at appropriateness of behavior for the age of the child.
We will look in more depth at behavioral assessments when we discuss emotional disorders in a future module.

Other Components of Assessment:
Observations

Another tool which aids assessment is that of observation.
Many times, the psychologist (or guidance counselor or special education teacher) will observe the child at home, or in childcare, preschool, or school.
This provides another perspective for the assessor to make a more accurate diagnosis and recommendation.

Other Components of Assessment:
Interviews

Another tool that is used in the assessment process is an indepth interview with the parents.
This guides the assessor to look at various life events as possibly impacting the child’s needs and growth.
Some questions asked are about pregnancy, labor and delivery (did the baby need oxygen, was the baby blue at delivery, was it a difficult labor, etc.), early milestones in the child’s life, family history of diseases or problems (attention deficit disorder, learning disabilities, depression etc.).

Other Components of Assessment:
Interviews

There are 2 types of interviews. (You may remember this from TED 1200: Child Growth and Development).
1) Structured Interview: This is where the same set of questions are asked in the same way each time they are used.
2) Unstructured Interview: This is where the questions may change with each time they are asked or the interviewer may delete or enlarge on particular questions.
Interviews for assessment process may be either type depending on why they are conducted.

Present Levels of Performance

Present levels of performance simply means how the child is performing in all relevant areas at this time.
These assessments will make up the present levels of performance that are recorded on the IEP/IFSP (if the child gets one).
Present levels (discussed at the initial special ed team meeting or on the IEP/IFSP) may also include information from the classroom (grades, tests, or sample work.) In some cases, it may include parent examples or if the child is in preschool, screenings or sample work conducted there.

Assessment

At this point in the assessment, the assessor has conducted many different types of assessment, gathered much data, and now pieces it together to decide what the child’s strength’s and weaknesses are.
The evaluation process seeks to answer 2 questions: Does the child have a disability? And If so, what is the nature of instruction and services needed for the child to effectively learn?
The evaluation process may reach a specific diagnosis for the child so they can be labeled and begin to receive special education services.
When an assessor is going through this process, there are criteria to be met for each of the exceptionalities. If the criteria has not been met, then there may not be a diagnosis for an exceptionality. We will discuss the criteria for each exceptionality in the moduales for each.
If a child does not meet the threshold for diagnosis, but the team determines there are still significant learning issues, then a 504 plan may be recommended.

Types of Assessments

What we have looked at are the kinds (and names) of assessments that are used in the initial diagnosis (or re-evaluation) for students with special needs.
Let’s now look at how these tests (and all tests) are constructed.
Why should we do this? When you see tests, you should know how they are constructed-construction will impact why it’s used, how it’s used, what types of information (data) can be gathered, and how that data should be interpreted.
This knowledge will assist you with not just with this course and special education, but all tests you are required to give (and make) as a teacher.

Types of Assessments:
Screening

There are different types of tests which are used for different purposes and at different times during the referral process or a child’s lifetime.
One type of assessment is called a screening.
Screenings are routines tests that help identify which students might need further testing.
Screenings are given to all students.
For example, all 5 year olds are screened for vision and hearing.
Screenings help identify those who have more mild learning issues and might not be identified otherwise.

Types of Assessments:
Screening

Screenings may be the first step in the referral process for children.
The referral process is the entire process of identification of special needs for a particular child.
Usually parents, child care providers, or teachers are the first to suspect learning issues.
In order for a child to be referred to the special ed service team, the person referring needs to fill out a formal request for referral, and provide documentation as to the reason for referral
This documentation usually includes screening information, as well as the area of concern, any classroom interventions already tried and their results, and any family concerns or issues expressed.

Types of Assessment:
Formal and Informal Tests

There are both formal and informal tests.
Formal tests are those which have criteria and are administered following guidelines.
Examples of formal tests are the SAT, the Praxis, and the WISC.
Informal tests are those which a teacher usually does in her classroom, on her own to gather data.
An informal test might be asking children to read a selected passage aloud, collecting a child’s seat work to examine writing, or using a portfolio to assess strengths and weaknesses.

Types of Assessment:
Group and Individual Tests

Another type of assessment is whether the test is administered to groups or to individuals.
Group tests are when everyone takes the test at the same time or when the test can be administered to many people at the same time.
Examples of group tests are the MSA, the SAT, and county wide assessments (public school systems’ tests)
Examples of individual tests are the Battelle, the WISC, and the Gestalt-Bender Field Ground Test.
Individual tests generally cost more, take more time, and are not as frequently given.

Types of Assessments:
Screening vs. Diagnostic Tests

Tests can be formal or informal, group or individual, but they can also be to look at basic information in a group as a starting point, or they can be used to gain specific information on a subject area or child.
As we said earlier, screenings are group tests, most are formal (like vision and hearing), and they are to be used as a starting point for assessment.
Diagnostic tests can also be group or individual, but are usually formal, and are to assess specific areas within a child’s learning.

Types of Assessment:
Norm and Criterion Referenced
Tests

Finally, there are two types of tests in terms of how they are scored.
Again, this is true of all tests: formal and informal, group and individual, and screenings and diagnostic tests.
Norm referenced means that test scores are based on a large group of people who took the test. Your score is compared to that score and you are told how you scored compared to the norm (that group of people).
For example, when your child comes home with a test score that says he scored in the 80th percentile compared to the norm, that means he scored better than 80% of the people they used for the norm.