Learning Disability

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DIAREMO30 (Diagnosis and Remediation of Learning Disabilities) LANGUAGE & BEHAVIORAL ASSESSMENTS:

DIAREMO30 (Diagnosis and Remediation of Learning Disabilities) LANGUAGE & BEHAVIORAL ASSESSMENTS Marites M. Mijares

Speech/Language Assessment:

Speech/Language Assessment It is an assessment performed by a Speech and Language pathologist. The assessment usually includes classroom observations, interviews with student, school personnel and parent(s) and both formal and informal testing.

Widely-used US speech and language tests:

Widely-used US speech and language tests Peabody Picture Vocabulary Test Measures listening comprehension of vocabulary in standard English. Takes about 20–30 minutes. No reading is required by the individual, and scoring is rapid and objective. Examiner presents a series of pictures to each person. There are four pictures to a page, and each is numbered. The examiner states a word describing one of the pictures and asks the individual to point to or say the number of the picture that the word describes. Item responses can also be made by multiple choice selection depending on the age of the person being tested.

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Test for Auditory Comprehension of Language-3 (TACL-3) Measures receptive spoken vocabulary grammar, and syntax Consists of 142 items divided into 3 subtests (vocabulary, grammatical morphemes, elaborated phrases and sentences) that assess a child’s ability to understand the following categories of English language forms

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Boehm Test of Basic Concepts Designed to assess young children’s understanding of basic relational concepts important for language and cognitive development, as well as success in school across all learning areas. The major purpose of each level of the test is to identify gaps in learning to guide instruction and intervention during a child’s schooling towards success

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Comprehensive Receptive & Expressive Vocabulary Test Measures both receptive and expressive vocabulary using common standardization for both areas. Receptive Vocabulary includes 10 plates, each showing six full-color photographs relating to a particular theme (animals, food, etc.). The examiner reads a series of five to eight words, one at a time. After each word, the examinee chooses one of the six photos that goes with the stimulus word. When he or she misses two words in a row, the examiner introduces the next plate.

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Expressive Vocabulary includes 25 words related to the themes used in the Receptive Vocabulary Subtest. The examiner simply asks the individual to define these words, one at a time.

Kaufman Survey of Early Academic and Language Skills (K-SEALS):

Kaufman Survey of Early Academic and Language Skills (K-SEALS) an easy-to-administer measure of children's language skills (receptive and expressive), pre-academic skills, and articulation

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This versatile instrument is an individually administered, nationally normed measure of children's expressive and receptive language skills, pre-academic skills, and articulation. Normed for children ages 3 to 6, the K-SEALS is perfect for preschools, kindergartens, elementary schools, speech and language clinics, medical agencies, or any other setting in which young children are assessed. You'll discover a variety of uses for K-SEALS - from testing school readiness and identifying gifted children to evaluating program effectiveness and researching children's early development.


BEHAVIORAL ASSESSMENT the process of identifying problem areas of behavior in students who are troubled or acting out. Different tools and techniques are used to observe, report and analyze the student's problem behavior patterns so the problems can be addressed in specific ways. These tools help teachers and parents identify the triggers behind bad behavior. Addressing these causes, instead of just the behavior itself, can help eradicate the problem.

Behavioral Assessment Tools:

Behavioral Assessment Tools FACTS FACTS stands for Functional Assessment Checklist for Teachers and Staff. This tool is used by school staff to compile as much information as possible regarding the troubled student so that a support plan can be created. FACTS is comprised of two pages of interview questions to be answered by the child's family members, teachers and doctors, if applicable. Questions regarding the child's demographic information and academic profile are included. FACTS also includes areas to list the child's problem behaviors and the details of the behavior, such as where, when and with whom the behavior most often occurs. The data are analyzed and an approach that is personally designed to best help the individual is formed.

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ABC Chart An ABC chart is commonly used by teachers, therapists and social workers. ABC stands for Antecedent, Behavior and Consequence. The antecedent portion entails tracking the triggers that spark bad behavior, making note of what people, things or places are involved in a situation just before the child acts out. The behavior section involves noting the specific incidents of bad behavior and how they might differ in varying circumstances. The consequence portion is included so the authority figure can observe and report on the student's attitude and actions after the bad behavior, seeking to identify any patterns. The information in an ABC Chart is meant to help the tester locate and analyze reasons for the behavior.

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Scatter Plot A Scatter Plot is a chart kept at timed intervals, used to analyze the student's behavior throughout a session or school day. The chart might contain 15-minute increments down the side and the days of the week along the top. Boxes can be filled in with different data to track a child's behavior. This type of chart tells the tester if the child became violent or refused to participate, or when the child behaved well, along with the pattern of times and days that it happened. Scatter Plots help teachers or therapists see if efforts to curb behavior are causing a decrease or an increase in bad behavior over time.

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Functional Assessment Direct Observation Tool The Functional Assessment Direct Observation Tool was created by combining elements of both the ABC Chart and the Scatter Plot. The resulting tool allows those observing the child to record not only the child's behavior on a chart including days and times, but also to record what precipitated bad behavior and what occurred after the incident. The intended advantage for the Direct Observation Tool is to be able to see the large amount of data recorded in an ABC Chart with the efficient layout of the Scatter Plot. This helps observers analyze ongoing behavior patterns with a lot of observed data more thoroughly, allowing them to get specific in addressing the situation.


References http://www.ehow.com/info_8147800_behavioural-assessment-tools.html#ixzz2RqyxBz4w http://www.specialconnections.ku.edu/?q=behavior_plans/functional_behavior_assessment/teacher_tools

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