|
| Conducting Data-Based Classroom Observations and Evaluations |
| Saturday, May 27, 2006 |
| 8:00 AM–11:00 AM |
| Greenbriar |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Suzanne Letso, M.A. |
| SUZANNE LETSO (Connecticut Center for Child Development), ERIK A. MAYVILLE (Institute for Educational Planning) |
| Description: Today, a host of programs and services for students with autism are available throughout the country in both public and private settings. The more challenging question now is to determine whether or not any particular program is actually based on the educational principals of applied behavior analysis, or not. Secondarily, parents and professionals often need to assess whether these services and learning environments are appropriate to meet the specific needs of a given child. This workshop will provide information and resources to assist in the process of program evaluations to facilitate educational placement decisions. An overview of the observation and evaluation process will be described, and rationale for self-evaluation, as well as collaboration with independent evaluators will be discussed. Determination of observation and evaluation parameters, utilization of norm references tests, determination of curriculum and key programmatic components, environmental considerations, and staff competencies will be discussed. Methods of collecting data and writing observation and evaluations to support the decision making process will be described, and samples provided. |
| Learning Objectives: 1. Determine factors that affect the purpose of an observation or evaluation, and how these processes can assist IEP development. 2. Define program parameters which are observable, measurable, and relevant to the environment and an individual student. 3. Describe a basic overview of the observation and evaluation processes including the rationale for internal evaluation, parent evaluation, and independent evaluation. 4. Identify assessment tools to determine a particular student�s readiness for active participation in different learning environments. 5. Identify clinical and administrative program criteria including credentials of staff, staffing ratios, training, supervision, and access to peers and the community. 6. Create a customized check-list of critical features in relation to a student�s individual educational needs. 7. Customize data collection systems and guidelines for writing observation and evaluation summaries including data summaries. |
| Activities: Didactic lecture, group discussion, video tape review, and guided notes will be utilized. Handouts will include identification of additional resources, sample data collection systems, sample report summaries, and sample IEP objectives. |
| Audience: Behavior Analysts, school Administrators, Psychologists, or other educational service providers working in applied settings with individuals with autism or related disorders. Participants should have a basic understanding of the signs and symptoms of autism spectrum disorders, applied behavior analysis, and autism intervention and education strategies. |
| Content Area: Practice |
| Instruction Level: Basic |