Assessment for Intervention: A Problem-Solving Approach

by Rachel Brown-Chidsey (Editor), Jack A. Cummings (Foreword by)

Problem-solving-based assessment has been recognized as a cornerstone of improved educational outcomes for all children, yet until now no single resource has focused on the full range of problem-solving-based approaches. This book fills a crucial need by bringing together leaders in the field to review the state of the science and provide a handy primer on practice. Presented are a conceptual framework and up-to-date tools for identifying and remediating the many environmental factors that may contribute to academic, emotional, or behavioral difficulties. Coverage includes problem-solving-based applications of such methods as interviews, observations, rating scales, curriculum-based measurement, functional behavioral assessment, and published tests.

382 pages, Paperback

First published October 31, 2012

Reviews

[Laurie · Rating 4 out of 5]

Successful performance of those primary role functions will be defined by the extent to which students attain cultural competence in a timely manner. • Delete this highlight
Add a note
Successful problem-solving assessment will always include a careful explication of the expectations for performance as well as the measured levels of that performance. • Delete this highlight
Add a note
The main objective of assessment from an ecological–behavioral perspective is to collect and use data that facilitate the development of solutions that can be effective long after the formal assessment procedures have been concluded. • Delete this highlight
Add a note
Microsystemic influences are those that relate to the immediate setting within which a child functions, such as the classroom or home. • Delete this highlight
Add a note
Mesosystemic factors include the multitude of relationships and interactions among the various microsystems (e.g., home and school), such as the relationships and communication frequency and patterns between parents and their child’s teacher. • Delete this highlight
Add a note
Events in settings in which the child does not participate, but that affect his or her immediate microsystems, define the exosystem. • Delete this highlight
Add a note
the macrosystem is the overall cultural or subcultural patterns of which all the other systems are a part, such as federal legislation affecting instruction or specific economic forces affecting schools and families (e.g., the No Child Left Behind Act). • Delete this highlight
Add a note
microsystems (i.e., classroom and home environments) • Delete this highlight
Add a note
mesosystems (i.e., relationships among these microsystems) • Delete this highlight
Add a note
Ecobehavioral assessment offers the unique perspective of understanding student behavior as it relates to various classroom variables. • Delete this highlightRather than identifying the source of a student’s difficulties as existing within the student (i.e., unalterable characteristics within the child), the problem-solving process should consist of an evaluation of various contextual factors associated with the student’s daily functioning. The goal of assessment conducted within a problem-solving process is to identify variables that contribute to the child’s difficulties that can be altered to obtain the desired outcomes. • Delete this highlight
Add a note
the disproportionate representation of CLD students receiving special education services is a tremendous concern for communities, educators, and families. • Delete this highlight
Note: http://nces.ed.gov/fastfacts/display.... Edit
the overreliance on standardized test scores has frequently been identified as a major catalyst • Delete this highlight
Add a note
students from culturally and linguistically diverse backgrounds are more frequently placed in inappropriate and highly restrictive classroom settings at secondary levels(Donovan • Delete this highlight
Add a note
When examining student behaviors, a number of explanations help in understanding differences in rates of identified behavioral issues across students from diverse backgrounds. It is first important to understand the relationship between academics and behavior as well as the impact of teacher perceptions of behavior. • Delete this highlight
Add a note
The relationship between behavior and academics is considered to be reciprocal. • Delete this highlight
Add a note
it is essential to understand the relationship between academics and behavior and how this relationship can impact the learning of diverse children. • Delete this highlight
Add a note
It is, therefore, imperative to examine both academic performance and behavior individually as well as the way each domain impacts the other. Otherwise, the development of alternative instructional methods or intervention programming will not be as effective. • Delete this highlight
Add a note
recognizing ways in which culture and religion can be complementary can greatly support effective problem-solving methods. • Delete this highlight

Add a note
We often set up ourselves and our clients for failure in problem solving when specificity is lacking because of incomplete assessment practices. If the data are too general, the intervention is vague or not followed, and follow-through is lacking, the likelihood is high that the intervention will be ineffective. • Delete
Add a note
Rating scales are relatively cost-effective, they can be used for individual or group-based problem solving for behavioral or academic concerns, they can be used to validate behavior specification, and rating scale methods can be applied to evaluate intervention outcomes. In short, rating scales are useful problem-solving tools. • Delete this highlight
Add a note
When using rating scales, Be knowledgeable and ethical regarding rating scale uses. Remember that rating scales are summary perceptions and observations of behavior. Remember that rating scales are not to be used as sole determinants in the decision-making process. Remember that ratings from multiple sources often only moderately agree. Choose rating scale tools to fit the assessment needs. Link assessment to intervention using multiple sources and methods. Use GAS and RCI as multiple outcome indicators. Assess intervention and evaluation integrity. Remember to follow through and follow up. • Delete this highlight