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KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7776 Assessment & Diagnosis of Individuals with Autism
Department Inclusive Education
Degree Title (if applicable) Graduate Certificate in Autism Spectrum Disorders
Proposed Effective Date Summer 2014
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
_____
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes) N/A
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____INED 7776______________________
Course Title ___ Assessment & Diagnosis of Individuals with Autism
___
Class Hours
3____Laboratory Hours___0____CreditHours__3______
Prerequisites Admission to KSU graduate program
Description (or Proposed Degree Requirements)
This course is designed to provide the learner with the knowledge and skills necessary to analyze the
process of assessing and diagnosing individuals with autism. Participants will be introduced to strategies
and skills that are needed for conducting on going classroom based-assessments. By the end of the course
participates will be able to interpret assessment data and translate it into meaningful educational
interventions and progress monitoring. This course contains a field component.
III.
Justification
According to the National Centers for Disease Control Prevention (2012) an average of 1 in 88 children
has an Autism Spectrum Disorder (ASD), a number that has increased tremendously in the last decade.
Evidence related to the rise in the number of children with ASD, it is imperative that educators can: 1)
understand and analyze the process of assessment and diagnosis; 2) are able to implement classroom
based assessments; and, 3) translate the results into meaningful educational interventions.
The purpose of this course is to assist educators with an overall understanding of the assessment and
diagnosis process of ASD. In addition, providing emphasis on classroom based assessments to develop
appropriate practices and collaborative strategies to effectively impact student learning and their families.
2
IV.
Additional Information (for New Courses only)
Instructor: Dr. Kate Zimmer
Required Texts:
Overton, T. (2012). Assessing learners with special needs: An applied approach, 7th ed. Upper Saddle
River, NJ: Pearson Education.
Prerequisites: Admission to KSU Graduate Program
Objectives:
1. Demonstrates knowledge of the understanding of students with low incidence intellectual
disabilities and autism spectrum disorder (ASD) and how these understandings impact
the assessment process.
2. Demonstrate understanding of process and assessment instruments used for a
comprehensive evaluation used to identify individuals with ASD.
a. Characteristics for determining eligibility
b. Autism specific instruments (e.g. Autism Diagnostic Observational Schedule,
Autism Diagnostic Interview, CARS, Social Communication Questionnaire,
Checklist for Autism is Toddlers…)
c. Recommendations for educational programming/IEP development
3. Demonstrate understanding of the technical aspects of assessment: test construction,
descriptive statistics, reliability, and validity.
4. Recognize and reflect on the role of the student, caregivers, teachers, and other
professionals in the assessment process.
5. Describe and increase knowledge of both formal and informal strategies for assessment in
the following areas: communicative, social-emotional, and cognitive development.
6. Describe strategies for conducting ongoing classroom based assessment, data-based
decision making, and program development
a. Alternative assessment
b. Portfolio assessment
c. Curriculum-based measurement (CBM) and assessment (CBA)
d. Data interpretation
e. Using assessment to determine present levels of performance
7. To design and conduct assessments of learners with ASD that promote meaningful
inclusion in the school setting.
Program Objectives:
1.
2.
3.
4.
5.
6.
Reflective and collaborative practitioner
Evidence-based decision maker
Culturally responsive practitioner
Producer and consumer of research
Ethical practitioner
Advocate
Instructional Method: Case study, collaborative groups, modules, model of best
practice, discussions
3
Method of Evaluation: Proficiency exams, case studies, modules, reflections, field
experience, discussion post, portfolio objectives, presentations, assessment
plan
V.
Resources and Funding Required (New Courses only)
N/A as no additional resources are needed
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
4
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
INED
7776
ASSESSMENT & DIAGNOSIS OF ASD
3-0-3
SU 2014
R
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
5
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF INCLUSIVE EDUCATION
(*Last day to withdraw w/o academic penalty: )
I. COURSE: INED 7776
Number/section:
Course Title: Assessment and Diagnosis of Individuals with Autism
II. INSTRUCTORS:
III. CLASS MEETING:
IV. TEXT & MATERIALS:
Required Text:
Overton, T. (2012). Assessing learners with special needs: An applied approach, 7th ed. Upper
Saddle River, NJ: Pearson Education.
V. CATALOG DESCRIPTION:
This course is designed to provide the learner with the knowledge and skills necessary to analyze
the process of assessing and diagnosing individuals with autism. Participants will be introduced
to strategies and skills that are needed for conducting on going classroom based-assessments. By
the end of the course participates will be able to interpret assessment data and translate it into
meaningful educational interventions and progress monitoring. This course contains a field
component.
VI. PURPOSE/RATIONALE:
According to the National Centers for Disease Control Prevention (2012) an average of 1 in 88
children has an Autism Spectrum Disorder (ASD), a number that has increased tremendously in
the last decade. Evidence related to the rise in the number of children with ASD, it is imperative
that educators can: 1) understand and analyze the process of assessment and diagnosis; 2) are
able to implement classroom based assessments; and, 3) translate the results into meaningful
educational interventions.
The purpose of this course is to assist educators with an overall understanding of the assessment
and diagnosis process of ASD. In addition, providing emphasis on classroom based assessments
6
to develop appropriate practices and collaborative strategies to effectively impact student
learning and their families.
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning
Our vision as a nationally recognized Professional Teacher Education Unit (PTEU) is to remain
at the forefront of educator preparation. Informed by responsive engagement in collaborative
partnerships, we advance educational excellence through innovative teaching in an everchanging global and digital learning environment. Our mission is to prepare educators to
improve student learning within a collaborative teaching and learning community through
innovative teaching, purposeful research, and engaged service. The essence of our vision and
mission is captured in the theme Collaborative Development of Expertise in Teaching, Learning
and Leadership which was adopted in 2002 to express concisely the fundamental approach to
educator preparation at KSU.
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers, teacher
leaders and school leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in classroom
instruction, and to enhance the structures that support all learning. To that end, the PTEU fosters
the development of candidates as they progress through stages of growth from novice to
proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a
process of continued development, not an end-state. To be effective, teachers and educational
leaders must embrace the notion that teaching and learning are entwined and that only through
the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values, and demonstrates collaborative practices across the college
and university and extends collaboration to the community-at-large. Through this collaboration
with professionals in the university, local communities, public and private schools and school
districts, parents and other professional partners, the PTEU meets the ultimate goal of bringing
all of Georgia’s students to high levels of learning.
Use of Technology. Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the program, and all candidates must be able to use technology to improve student
learning and ensure access to the general education curriculum, as well as an administrative
management tool. Candidates in this course will explore and use instructional media to assist
teaching. They will master productivity tools, such as multimedia facilities, l Internet, and
assistive technology, and feel confident to design multimedia instructional materials and use
diagnostic software.
EPP Diversity Statement. The KSU Educator Preparation Provider (EPP) believes all learners
are entitled to equitable educational opportunities. To that end, programs within the EPP consist
of curricula, field experiences, and clinical practice that promote candidates’ development of
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knowledge, skills, and professional dispositions related to diversity identified in the unit’s
conceptual framework, including the local community, Georgia, the nation, and the world.
Curricula and applied experiences are based on well-developed knowledge foundations for, and
conceptualizations of, diversity and inclusion so that candidates can apply them effectively in
schools. Candidates learn to contextualize teaching and draw effectively on representations from
the students’ own experiences and cultures. They learn to collaborate and engage with families in
ways that value the resources, understandings, and knowledge that students bring from their
home lives, communities and cultures as assets to enrich learning opportunities. Candidates
maintain high expectations for all students (including English learners, students with
exceptionalities and other historically marginalized and underrepresented students), and support
student success through research-based culturally, linguistically, and socially relevant
pedagogies and curricula.
Accessibility: Kennesaw State University provides program accessibility and accommodations
for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support students
with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and
develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
GRADUATE FIELD EXPERIENCE REQUIREMENTS:
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand
their disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners.
Course Objectives: Candidates will be able to:
1. Demonstrates knowledge of the understanding of students with low incidence intellectual
disabilities and autism spectrum disorder (ASD) and how these understandings impact
the assessment process.
2. Demonstrate understanding of process and assessment instruments used for a
comprehensive evaluation used to identify individuals with ASD.
a. Characteristics for determining eligibility
8
3.
4.
5.
6.
7.
b. Autism specific instruments (e.g. Autism Diagnostic Observational Schedule,
Autism Diagnostic Interview, CARS, Social Communication Questionnaire,
Checklist for Autism is Toddlers…)
c. Recommendations for educational programming/IEP development
Demonstrate understanding of the technical aspects of assessment: test construction,
descriptive statistics, reliability, and validity.
Recognize and reflect on the role of the student, caregivers, teachers, and other
professionals in the assessment process.
Describe and increase knowledge of both formal and informal strategies for assessment in
the following areas: communicative, social-emotional, and cognitive development.
Describe strategies for conducting ongoing classroom based assessment, data-based
decision making, and program development
a. Alternative assessment
b. Portfolio assessment
c. Curriculum-based measurement (CBM) and assessment (CBA)
d. Data interpretation
e. Using assessment to determine present levels of performance
To design and conduct assessments of learners with ASD that promote meaningful
inclusion in the school setting.
Program Objectives:
1.
2.
3.
4.
5.
6.
Reflective and collaborative practitioner
Evidence-based decision maker
Culturally responsive practitioner
Producer and consumer of research
Ethical practitioner
Advocate
9
The following grid aligns course objectives Program Objectives as well as PTEU, GaPSC, and national professional standards as noted:
Course Objectives
Program
Objectives
Demonstrates knowledge of the
understanding of students with low
incidence intellectual disabilities and
autism spectrum disorder (ASD) and
how these understandings impact the
assessment process.
Evidencebased
decision
maker
PTEU
Proficienc
ies
1.1, 2.1
Producer
and
Consumer
of Research
Ethical
Practitioner
Demonstrate understanding of process
and assessment instruments used for a
comprehensive evaluation used to
identify individuals with ASD.
a. Characteristics for determining
eligibility
b. Autism specific instruments (e.g.
Autism Diagnostic Observational
Schedule, Autism Diagnostic
Interview, CARS, Social
Communication Questionnaire,
Checklist for Autism is
Toddlers…)
c. Recommendations for educational
programming/IEP development
Demonstrate understanding of the
Evidencebased
decision
maker
1.4, 2.1,
Producer
and
Consumer
of Research
CEC
Standards
CEC
1.2, 2.2,
4.1
CEC
Advanced
SEDAS.S1
,
SEDAS.S2
,
DDA4.K1,
DDA4.K2,
DDA4.K3
CEC
1.2, 3.1,
4.2
CEC
Advanced
ACSI1.K1,
ACSI1.K2,
SEDS1.K1,
SEDS1.K3,
DDA4.K1
Ethical
Practitioner
GaPS
C
SPED
1.a.1,
1.g.1,
1.h.1,
2.h.1,
1.h.3,
2.h.4,
1.i.5
GaPS
C
Ethics
1, 10
InTAS
C
CAEP
NBPT
S
Assessmen
ts
1e, 2a,
4a, 4j,
6v, 9a,
9d
1.1, 2.1
I, II,
V
* Task
1.1
*Task
1.2
* Week 1
Discussion
post
* Quiz 1
1.b.1,
1.g.8,
1.g.9,
1.h.1,
2.h.1,
1.h.4,
1.h.12
,
1.h.6,
1.h.7
10
1a, 4a,
7a, 7d,
7f, 8a.
9g
1.1,
2.1, 3.2
I, II,
V,
VIII,
XI
* Task 2.1
* Week 2
Discussion
post
* Quiz 1
* Task 3.1
* Week 3
Discussion
post
*Task
9.1
*Quiz 5
*Task 14.1
1.a.1,
10
4a, 4c,
1.1, 2.3
I, II,
*Task 4.1
Advocate
Evidence-
1.1, 1.4,
CEC
technical aspects of assessment: test
construction, descriptive statistics,
reliability, and validity.
Recognize and reflect on the role of the
student, caregivers, teachers, and other
professional in the assessment process
based
decision
maker
Producer
and
Consumer
of Research
Reflective
Practitioner
2.1,
CEC
Advanced
ISCI4.K1,
2.1, 2.10,
3.2, 3.3,
3.4
Culturally
Responsive
Practitioner
Advocate
Describe and increase knowledge of
both formal and informal strategies for
assessment in the following areas:
communicative, social-emotional, and
cognitive development
Evidencebased
decision
maker
Producer
and
Consumer
of Research
1.2, 4.1
1.1, 1.4,
2.10, 3.4
CEC
1.1, 2.1,
4.3
CEC
Advanced
SEDAS1.S
10,
SEDAS5.S
1,
ACSI6.S1,
ACSI6.S2,
SEDAS7.S
5,
ISCI6.S1
CEC
1.2, 2.2,
3.1, 5.4
CEC
Advanced
ACSI1.K4,
SEDS1.K4,
ACSI6.S5,
Ethical
Practitioner
11
2.b.1,
2.b.3,
1.h.1,
2.h.1,
1.i.5
4q, 6v
V
* Task 4.2
* Task 4.3
* Week 4
Discussion
post
* Quiz 2
1.a.4,
2.a.3,
2.a.4,
2.a.6,
1.a.7,
1.b.4,
1.h.6,
2.h.8,
1.j.1,
1.j.9,
2.j.5
10
1c, 1k,
2d, 3a,
9g, 9c,
10d
1.4,
1.5, 3.3
III,
IV, V,
VI,
XI,
XII
* Task 8.2
* Week 8
Discussion
post
*Quiz 4
*Task 14.1
1.b.1,
1.b.5,
1.c.2,
2.c.2,
1.e.23
,
1.g.8,
1.g.9,
1.g.10
,
1.g.18
,
2.g.6.
10
1a, 3e,
5f, 6a,
6c, 6e,
6g, 6j,
6k, 6v
2.1, 3.3
I, III,
V,
VIII,
X
* Task 7.1
* Week 7
Discussion
post
* Read
Module
PPT
*Task 8.1
“Guided
Notes to
Alternative
Assessment
1.h.9,
2.h.6
Describe strategies for conducting
ongoing classroom based assessment,
data-based decision making, and
program development
a. Portfolio assessment
b. Curriculum-based
measurement (CBM)
and assessment (CBA)
c. Data interpretation
d. Using assessment to
determine present level
of performance
Evidencebased
decision
maker
1.4, 2.6,
2.10, 3.1,
3.4
Culturally
Responsive
Practitioner
CEC
Advanced
ACSI1.S4,
SEDAS1.S
6,
SEDAS1.S
8,
SEDAS1.K
2,
ACSI3.S4,
DDA2.S2,
ISCI4.S3
ISCI4.S5
ISCI4.S8
Producer
and
Consumer
of Research
Ethical
Practitioner
To design and conduct assessment of
learners with ASD that promote
Reflective
Practitioner
CEC
1.2, 2.1,
4.4
2.3, 2.4,
2.6, 2.10,
CEC
1.2, 2.2,
12
s”
* Quiz 4
*Task 14.1
1.b.1,
1.c.2,
2.c.2,
2.d.21
,
1.d.6,
2.d.15
,
2.d.4,
2.d.8,
1.g.9,
2.g.6,
1.h.10
,
1.h.15
10
1a, 2a,
3m, 5f,
6a, 6c,
6e, 6g, ,
6j, 6k,
6v
1.1,
1.6,
2.1,
2.4,
3.2, 3.3
I, III,
V, IX,
X
*Task 5.1
* Task 5.2
* Week 5
Discussion
post
* Task 6.1
*
Participate
in Week 6
Discussion
post
* Quiz 3
*Task
9.2
* Week 9
Discussion
post
*Task 10.1
* Week
10
Discussi
on post
*Quiz 5
*Task 11.1
* Week 11
Discussion
post
* Quiz 6
*Task 14.1
1.b.1,
1.c.2,
10
1b, 2a,
3e, 5b,
1.2,
3.2, 3.3
III, V,
VI,
*Task 12.1
* Task 12.2
meaningful inclusion in the school
setting
3.1, 3.4
Evidencebased
decision
maker
Culturally
Responsive
Practitioner
Producer
and
Consumer
of Research
3.3, 5.4
CEC
Advanced
ACSI1.S2,
ACSI1.S4,
ACSI3.K6,
ACSI6.S5,
ISCI2.K3,
DDA2.S2,
ISCI4.S1,
ISCI4.S4,
Ethical
Practitioner
Advocate
13
2.c.2,
1.d.1,
2.d.3,
2.d.6,
2.d.10
,
2.d.11
,
2.d.12
,
2.d.17
,
2.d.20
,
2.d.21
,
2.d.22
,
2.d.23
,
1.d.4,
2.d.9,
1.e.23
,
2.g.6,
1.h.10
,
1.h.15
5r, 6a,
6c, 6e,
6g, 6q,
6r, 7a,
7d, 8a,
9c
IX, X
* Week 12
Discussion
post
*Task 13.1
* Week 13
Discussion
post
*Task 14.1
* Week 14
Discussion
post
VIII. Course Requirements/Assignments:
Class Attendance and Discussion
Every Monday a discussion question or issue will be posted. Students are expected to respond
once to the posted item AND respond something that two of your peers have posted (for a total
of three post). You should post your first response at the beginning of the week (Mon-Wed) so
that you and your peers have enough time to respond to each other. You need to read
“Discussion Post Tips” for expectations and rubric.
Field Experience Component
As part of this course you must complete field experience activities. These activities are
embedded in the course and are incorporated into the assessment that you will have in some of
the modules. To meet this requirement, a candidate must either have a child diagnosed with
autism in his/her classroom or have access to teaching a child with autism in his/her school. For
those who are not currently teaching, field placements will be arranged through KSU’s Center
for Educational Placement & Partnerships or instructor of this course.
*Task 1.1“Case Description ”
Students will select a child with autism that they will assess throughout the duration of this
course. Each week you will use information learned about assessment to gather more
information about the child whom you are working with. As a classroom teacher or other school
personnel, it is not our responsibility to diagnose autism. However, we are responsible for
providing behavioral support, social, commutative, and academic instruction. It is in that
endeavor we are obligated to understand assessment. Submit a description of the child (using a
pseudonym for confidentiality) that includes his/her age, gender, diagnoses, as well as how this
child’s characteristics fit the 3 core deficits of communication, social, and interest/compulsivity.
Your case should include at least 1 paragraph for each of these 3 deficits areas. Give specific
examples of how deficit areas are manifested.
Task 1.2 “Overton Case Study”
After reading Chapter 1 of the Overton text, describe the evaluation that was used to make of the
child you have chosen diagnoses. Based on what you have learned about comprehensive
evaluations, does this evaluation fit the definition? Why or why not? Do you think the
instruments used were appropriate? Why or why not? If you don’t know how the child was
initially diagnosed, use the most recent evaluation.
*Task 2.2 “Perspectives of the Student ”
With the student that you have chosen for this course, conduct an interview with his/her teacher
and also their parent/caregiver about the student. Ask them to describe the student to you, make
notes from each interview. Reflect upon the notes and draw similarities and differences between
the two perspectives. Prepare some sort of visual display that illustrates the similarities and
differences that emerge from the interview.
*Task 3.1 “Tic-Tac-Toe”
Download “Tic-Tac-Toe” PDF. Choose activities, based on the articles in a tic-tac-toe design. If
you have ideas for alternative activities you would like to do instead, feel free to talk them over
14
with me. This is a great instructional tool to use not only with your students with autism, but all
students. This activity is a practice and assessment exercise that allows for differentiation and
student choice, demonstrating their understanding by completing 2 assignments of choice, plus
one required assignment (the middle square).
Task 4.1 “Practicing Descriptive Statistics”
For this assignment we will use a website for teaching statistics developed by the Central
Virginia Governor’s School for Science & Technology. Go to the website
(http://digstats.icsrc.org/Dmain.html) and try at least 2 of the activities suggested for descriptive
statistics.
Task 4.2 “Reliability & Validity of Assessments”
After reading Dyches (2011) pick a commonly used autism assessment (i.e., ADI/ADI-R, 3di,
DISCO, ADOS, CARS, and GARS). Discuss the following questions:
1. What is the purpose of the assessment?
a. What specifically does it measure?
b. How is the assessment given?
c. Who can give the assessment?
2. What’s the reliability of the assessment?
a. Look at:
i. Test-retest reliability
ii. Inter-item reliability
iii. Interobserver reliability
3. What’s the validity of the assessment?
a. Look at:
i. Face validity
ii. Content validity
iii. Criterion-Related validity
iv. Construct validity
4. Overall Thoughts about the assessment
Task 4.3 “Analyzing Sample Data”
Use the sample data of an eight-year old child’s profile scores on a non-referenced test to answer
the following questions. Remember that the standard score scale for this instrument is based on
a mean of 100 and a standard deviation of 10.
1. What does the standard score of this 8-year-old mean?
2. What does the percentile rank of this 8-year-old mean?
3. How would you explain this to the student’s parent?
*Task 5.1 “Portfolio Objectives”
Select one objective for each of the 3 core impairment areas of the case child with autism that
you previously described. Develop objectives for which it is appropriate to use to portfolio
assessment. Write each objective and list 2 products you will collect for the child’s portfolio.
You may list as many ideas as you want but for the top 2 products, describe how you will collect
these products. Think outside the box. For example, you might creatively use photos, videos,
15
audiotapes, or interviews with peers and family members to document progress. Start collecting
products for one objective (Task 4.2 and Task 4.3).
*Task 5.2 “Task Analysis”
The following task will be based on the needs of the child you chose to work with at the
beginning of the course. Based on your Task 4.1 “Portfolio Objectives”, chose one task that the
child needs to learn and break it into steps (i.e., do a task analysis). If the child has goals that are
more academic, then you should focus on that for the task analysis. If the child has more
significant disabilities, choose a less academic task. However, for this child, choose a skill that
relates to one of the 3 core impairments areas for children with autism. Be as detailed as you
need to be in your steps. On the first two sub skills of your task analysis, write an idea for
instruction.
Task 6.1 “CBM vs CBA”
Explain the difference between curriculum-based measurement (CBM) and assessment (CBA).
How do or would you use these in your classroom?
Task 7.1 “Presentation to Alternative Assessment ”
You will develop, with a partner, an oral and visual presentation of work around alternative
assessments with students with ASD. You will also create a guided notes worksheet (no longer
than one page) that follows your presentation with your peers. Please submit your PowerPoint
presentation that reflects your engagement with the research and literature. You will upload your
PowerPoint and guided notes for your peers to watch. In your presentation you will need to
cover:
• Explain your alternative assessment.
• Explain pros and cons of the alternative assessment.
• What are some key controversial issues with your alternative assessment?
It is expected that your presentation will be well organized and visually stimulating. It might be
helpful to interview teachers that have use or are currently using the alternative assessment you
are presenting on.
Task 8.1 “Guided Notes to Alternative Assessment PowerPoints ”
You are required to watch your peer’s “Alternative Assessment PowerPoint” presentation. In
addition, you need complete the guided notes that go along with their presentation. Once
completed, upload your guided notes in the DropBox.
Task 8.2 “Parents Perspective”
After the provided readings, create a one-page handout that would inform parents of children
with autism about what they need to know about alternative assessments. Make it easy and clear
to understand by breaking down the educational jargon used when discussing this topic.
*Task 9.1 “Observation Report”
Conduct an observation of your target child to observe a specific behavior that you are concerned
about (based on Task 5.1/5.2). Use the anecdotal recording that allows you to record the
antecedent, behavior, and consequence during a 10 minute observation. Conduct the observation
for 3 different sessions/ This can be on 3 days or 1 day but during 3 different periods. Be
16
careful to choose a time when you think the behavior will occur. In order to get full credit, you
will need to have more than 2 antecedent, behavior, and consequences during each 10 minute
observation. Use the ABC form to conduct and report your observation.
Task 9.2 “ABC Case Studies”
Read the 3 classroom scenarios and complete the ABC observation form. In addition, you will
need to identify the function of the behavior.
Task 10.1 “Research Reading Summary”
Read the articles from the module. Briefly summarize each article. In addition, identify 3 new
things you’ve learned about behavior and/or FBA from each article. Describe how they will help
you determine the function of a child’s behavior.
*Task 11.1 “Data Collection”
Begin collection data on the child you selected at the beginning of the semester (based on Task
5.1, 5.2, 9.1) . Match the data collection method using the information from the Alberto &
Troutman chapter. Design a data collection sheet. Turn in the following:
• The objective (written in behavioral terms) on which you will be collecting data
• The instructional method you will use to increase/decrease/improve behavior
• The data collection sheet you will use to collect the data
• At least 3 days of baseline (data before you begin your instruction)
• At least 3 days of data collection after you begin your instruction
Note: you will use these data to report in the Culminating Project, so you should continue to
collect data after this module has ended. You have 2 weeks to complete this.
*Task 12.1 “Field Experience Video”
Students are required to videotape themselves working with the child.
Task 12.2. “Evaluation of Websites ”
Students will evaluate websites on assessment and identification issues related to learners with
low disabilities. You will need to write a one-page description of five websites. Please include a
reference section with additional literature you integrate into your evaluation and the full website
address. Please refer to the website rubric posted in course documents.
Task 13.1 “Results PowerPoint ”
Students will create a PowerPoint presentation sharing their Culminating Project. Please refer to
the rubric posted in course documents.
Task 14.1 Culminating Project: Assessment Plan & Discussion Paper
Students will choose a student who has an autism diagnoses to be the focus of their assessment
plan. You will be required to develop a comprehensive assessment plan. The assessment plan
must consider functional and ecological perspectives and reflect assessment processes discussed
throughout the course. Attached to the Assessment Plan will be a reflection paper, which
discusses arising issues of the assessment plan that includes discussion of key points of decisionmaking. The reflection paper needs to integrate relevant research and literature.
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IX. Evaluation and Grading:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = ≤ 59%
Late Work Policy:
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student
Code of Conduct addresses the University's policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer
facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to
the Code of Conduct's minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Graduate Catalogue. All
students are expected to attend classes in accordance with the scheduled time of the course.
Should you be absent, you are responsible for making up the work missed. In-class activities
may not be made up.
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XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). Course requirements and
homework assignments are indicated on the chart below, but the weekly agendas will provide
the specific due dates.
Tentative Course Schedule:
W
ee
k
1
2
3
Topic
Readings/Assignments Due
Objectives
- Course
Orientation
- Identifying &
Describing
Individuals with
ASD
Readings:
Overton Chap 1
Demonstrate knowledge of the
understanding of students with low
incidence intellectual disabilities
and autism spectrum disorder
(ASD) and how these
understanding impact the
assessment process
Assignments:
* Read over course orientation
* Complete course readiness
quiz
* Introduce yourself
* Read Module PPT
* Task 1.1 “Case Description”
*Task 1.2 “Overton Study
Case”
* Participate in Week 1
Discussion post
Readings:
Heflin Chap 1
- Identifying &
Describing
Individuals with
ASD continued Assignments:
* Read Module PPT
* Task 2.1 “Perspective of the
Student”
* Participate in Week 2 Discussion
post
* Quiz 1
Demonstrate knowledge of the
understanding of students with low
incidence intellectual disabilities
and autism spectrum disorder
(ASD) and how these
understanding impact the
assessment process
Autism Specific
Assessments
Demonstrate understanding of
process and assessment
instruments used for a
comprehensive evaluation used to
identify with ASD.
Readings:
Lord et al. (2000)
Constantino et al. (2003)
Cohen (2003)
19
Demonstrate understanding of
process and assessment
instruments used for a
comprehensive evaluation used to
identify with ASD.
• Characteristics for determining
eligibility
4
-Understanding
the in’s & out’s
of Assessment
*Descriptive
statistics
*Reliability &
validity
5
- Achievement
& Standardized
Measures
6
- Achievement
& Standardized
Measures
Assignments:
• Autism specific instruments
* Read Module PPT
* Task 3.1 “Tic-Tac-Toe”
* Participate in Week 3 Discussion
post
Readings:
Demonstrate understanding of the
Overton Chap 3, 4, & 5
technical aspects of assessment:
test construction, descriptive
Assignments:
statistics, reliability, and validity.
* Read Module PPT
* Task 4.1 “Practicing Descriptive Describe strategies for conducting
Statistics”
ongoing classroom based
* Task 4.2 “Reliability & Validity assessment, data-based decision
of
making, and program development
Assessments”
• Data interpretation
* Task 4.3 “Analyzing Sample
• Using assessment to determine
Data”
present level of performance
* Participate in Week 4 Discussion
post
* Quiz 2
Readings:
Describe and increase knowledge
Overton Chap 6
of both formal and informal
Koegel (1997)
strategies for assessment in the
following areas: communicative,
Assignments:
social-emotional, and cognitive
* Read Module PPT
development
* Task 5.1 “Portfolio Objectives”
* Task 5.2 “Task Analysis”
Describe strategies for conducting
* Participate in Week 5 Discussion ongoing classroom based
post
assessment, data-based decision
making, and program development
• Portfolio assessment
• Curriculum-based measurement
(CBM) and assessment (CBA)
Readings:
Describe and increase knowledge
Overton Chap 7 & 8
of both formal and informal
strategies for assessment in the
Assignments:
following areas: communicative,
* Read Module PPT
social-emotional, and cognitive
* Task 6.1 “CBM vs CBA”
development
* Participate in Week 6 Discussion
post
Describe strategies for conducting
* Quiz 3
ongoing classroom based
assessment, data-based decision
making, and program development
• Portfolio assessment
20
Curriculum-based
measurement (CBM) and
assessment (CBA)
Describe and increase knowledge
of both formal and informal
strategies for assessment in the
following areas: communicative,
social-emotional, and cognitive
development
•
7
8
9
Informal/
Alternative
Assessments
Informal/
Alternative
Assessments
- Behavior
Assessment
Readings:
REL Southwest PDF (2008)
Cortiella (2007)
Assignments:
* Read Module PPT
* Task 7.1 “Presentation on
Alternative Assessments”
* Participate in Week 7 Discussion
post
Readings:
Cortiella (2005)
Towles-Reeves, Kleinert, &
Muhomba (2009)
Assignments:
* Read Module PPT
*Task 8.1 “Guided Notes to
Alternative Assessments”
* Task 8.2 “Parents Perspective”
*Participate in Week 8 Discussion
post
* Quiz 4
Readings:
Overton Chap 9
Assignments:
* Read Module PPT
* Task 9.1 “Observation
Report”
*Task 9.2 “ABC Case Studies ”
*Participate in Week 9
Discussion post
10
- Behavior
Assessment
Readings:
Iwata et al (1982)
Miller (1998)
Fox & Davis (2005)
21
Describe and increase knowledge
of both formal and informal
strategies for assessment in the
following areas: communicative,
social-emotional, and cognitive
development
Recognize and reflect on the role
of the student, caregivers, teachers,
and other professional in the
assessment process
Demonstrate understanding of
process and assessment
instruments used for a
comprehensive evaluation used to
identify with ASD.
• Recommendation for
educational programming/IEP
development
Describe strategies for conducting
ongoing classroom based
assessment, data-based decision
making, and program development
• Using assessment to determine
present level of performance
Demonstrate understanding of
process and assessment
instruments used for a
comprehensive evaluation used to
identify with ASD.
Assignments:
* Read Module PPT
*Task 10.1 “Research Reading
Summary”
*Participate in Week 10
Discussion post
*Quiz 5
11
12
- Data
Collection
- Data
Collection:
Research to
Practice
Readings:
Alberto & Troutman (2013)
Assignments:
* Read Module PPT
*Task 11.1 “Data Collection”
*Participate in Week 11
Discussion post
* Quiz 6
Readings:
Cornelius (2013)
Lingo et al. (2011)
Assignments:
* Read Module PPT
* Task 12.1 “Field Experience
Video”
* Task 12.2 “Evaluation of
Websites”
*Participate in Week 12
Discussion post
13
14
- Results:
Culminating
Project
- Results:
Peer share
Readings:
N/A
Assignments:
* Read Module PPT
*Task 13.1 “Results PowerPoint”
*Participate in Week 13
Discussion post
Readings:
Peer’s Powerpoint
Assignments:
* Read Module PPT
*Task 14.1 “Culminating Project”
*Participate in Week 14
22
• Recommendation for
educational programming/IEP
development
Describe strategies for conducting
ongoing classroom based
assessment, data-based decision
making, and program development
• Using assessment to determine
present level of performance
Describe strategies for conducting
ongoing classroom based
assessment, data-based decision
making, and program development
• Data interpretation
• Using assessment to determine
present level of performance
Describe strategies for conducting
ongoing classroom based
assessment, data-based decision
making, and program development
• Data interpretation
• Using assessment to
determine present level of
performance
To design and conduct assessment
of learners with ASD that promote
meaningful inclusion in the school
setting
To design and conduct assessment
of learners with ASD that promote
meaningful inclusion in the school
setting
To design and conduct assessment
of learners with ASD that promote
meaningful inclusion in the school
setting
Discussion post
Additional Readings
Alberto, P.A., & Troutman, A.C. (2013). Chapter 4. Applied behavior analysis for teachers, 9th
Ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
Cohen, I. L. (2003). Criterion-related validity of the PDD Behavior Inventory. Journal of Autism
and Developmental Disorders, 33(1), 47-53.
Cornelius, K. E. (2013). Formative Assessment Made Easy: Templates for Collecting Daily Data
in Inclusive Classrooms. Teaching Exceptional Children, 45(5), 14-21.
Constantino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., Brophy, S. L., ...
& Reich, W. (2003). Validation of a brief quantitative measure of autistic traits:
comparison of the social responsiveness scale with the autism diagnostic interviewrevised. Journal of autism and developmental disorders, 33(4), 427-433.
Cortiella, C. (2005). No Child Left Behind: Understanding assessment options for IDEAeligible students. Minneapolis, MN: University of Minnesota, National Center for
Learning Disabilities.
Cortiella, C. (2007). Learning opportunities for your child through alternate assessments:
alternate assessments based on modified academic achievement standards. Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes.
Dyches, T. T. (2011). Assessing diverse students with autism spectrum disorders. The ASHA
Leader.
Fox, J., & Davis, C. (2005). Functional behavior assessment in schools: current research
findings and future directions, Journal of Behavioral Education, 1-4.
Heflin, L.J. & Alaimo, D.F. (2007). Chapter 1. Students with autism spectrum disorder:
Effective instructional practices. Upper Saddle River, NJ: Prentice Hall.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a
functional analysis of self-injury. Analysis and intervention in developmental disabilities,
2(1), 3-20.
Koegel, L.K., Koegel, R.L., & Smith, A. (1997). Variables related to differences in standardized
test outcomes for children with autism. Journal of Autism and Development Disorder,
233- 243.
Lingo, A. S., Barton-Arwood, S. M., & Jolivette, K. (2011). Teachers working together.
TEACHING Exceptional Children, 43(3), 6-13.
23
Lord, C., Risi, S., Lambrecht, L., Cook Jr, E. H., Leventhal, B. L., DiLavore, P. C., ... & Rutter,
M. (2000). The Autism Diagnostic Observation Schedule—Generic: A standard measure
of social and communication deficits associated with the spectrum of autism. Journal of
autism and developmental disorders, 30(3), 205-223
Miller, J. A., Tansy, M., & Hughes, T. L. (1998). Functional behavioral assessment: The link
between problem behavior and effective intervention in schools. Current Issues in
Education, 1(5).
Towles-Reeves, E., Kleinert, H., Muhomba, M. (2009). Alternate Assessment: Have we learned
anything new? Exceptional Children, 233-252.
24