Hansen Midterm

early childhood special education

the range of services provided by the school district to meet the individual needs of children ages 3 to 5-8 with developmental disabilities or disorders (typically associated with a school system)

early intervention

ages birth to 3 part C of idea- builds upon and provides supports and resources to assist family/caregivers to enhance children's learning and development through everyday learning opportunities

IDEA-individuals with disabilities education act

enacted to assist states in meeting the educational needs of students with disabilities
-allows parental input in decision making and maximizes provision of an appropriate education for students with disabilities

2 age groups covered by IDEA

birth to 2
3 to 21
(absolute coverage for ages 6-17)

Part C of IDEA

family strengths, concerns, resources and priorities
-family focused (IFSP)
-service coordinator
-natural environment
-functional goals
-reviewed every 6 months or when parent requests
-non categorical

Part B of IDEA

child's strengths and concerns
-child centered (IEP)
-social worker
-least restrictive environment
-skill based goals
-annual reviews (quarterly progress)
-narrower eligibility criteria (14 categories of disability)

babies can't wait

GA's statewide interagency service delivery system for infants and toddlers with developmental delays or disabilities and their families
-established under part C of IDEA

biological systems theory (Urie Bronfenbrenner)

the child develops with a complicated context of layers of relationships
-changes at any level, affect the other layers and their development

education theory why?

-abstract and conceptual
-guides curriculum development and design
-ex. constructivism

evidence based practices what?

-specific and applicable
-actual things we apply to our practice

piaget's theory of assimilation and accommodation: schema stages

-stage 1 assimilation (child builds a theory) this is a cat
-stage 2 equilibrium (everything seems to fit this theory) still a cat
-stage 3 disequilibrium (something happens to cast doubt on theory) cat??
-stage for accommodation (new information is added into the schema) these are all cats

piaget's cognitive development stages

-sensorimotor: 0-2, motor activity without use of symbols
-preoperational: 2-7, starting to tie language with what they're learning, remember and recall, imagination, and memory
-concrete operational: 7-11, more logical and methodological manipulation of symbols
-formal operational: 12+, use of symbols to relate to abstract concepts

erikson's psychosocial developmental theory

each stage having a central conflict and only when that conflict is resolved, they can move onto the next stage

Stages of Erikson's Theory

-infancy: trust vs mistrust
-early childhood: autonomy vs shame and doubt
-preschool: initiative vs guilt
-school age: industry vs inferiority
-adolescence: identity vs role confusion
-young adulthood: intimacy vs isolation
-middle adulthood: generativity vs stagnation
-maturity: ego integrity vs despair

vygotsky's zone of proximal development

concept is that the way to learn information to operate in that place between what you cannot do and what you can do independently
-doesn't help to do the things you can do already and can't do
-we learn because behavior gets shaped through encountering reinforcer after prompting

cognitivism

-mental processes
-internal processes through memory, problem solving, thinking skills
-information processing
-meaning is provided
-teacher centered
-structured lessons
-scaffolding and clear expectations

constructivism

we learn best from our environment and children learn better through interacting with an enriched environment

both cognitivism and constructivism

-mental processes
-prior knowledge
-active engagement
-traditional education practices

Pavlov

classical conditioning

Skinner

operant conditioning
-reinforcement and punishment
-arrange contingencies to change behavior

Lindsley: precision teaching

principles of behavior for academics
-produces fluency
--accuracy and speed
-increases generativity and application to more complex and novel stimuli
-not curriculum or content

Bandura's observational learning / social learning theory

we learn from seeing others encounter reinforcers or punishers
ex. if I see a peer get candy for answering correctly

Arnold Sameroff

transactional model
-children interact with the interaction between their biology and environment
-essentially nature and nurture

biological progression (developmental milestones)

-physiological maturation (physical growth in height and weight, organs and muscles, neural growth as brain develops)
-psychological maturation (cognitive growth: thinking, problem solving, communication; behavioral growth: more complex behaviors, social interactions)

developmental milestone norms

data established valid and reliable age span of when humans "should" progress through physiological and psychological growth

mild intellectual disability

85%
-IQ 50 to 70
-able to learn practical life skills
-slower than typical in all developmental areas
-attains reading and math skills up to grade levels 3 to 6
-functions in daily life
-no unusual phsyical characteristics

moderate intellectual disability

10%
-IQ 35 to 49
-can communicate in basic

severe intellectual disability

3-4%
-IQ 20 to 34
-able to learn daily routines
-considerable delays in development
-may learn very simple self care
-understands speech

profound intellectual disability

1-2%
-IQ less than 20
-requires close supervision
-significant developmental delays in all areas
-not capable of independent living
-obvious physical and congenital abnormalities

early intervention service eligibility

-born with or diagnosed with a condition known to result in developmental delay
--ex. down syndrome

early childhood special education service eligibility

-born with or diagnosed with a condition in one of the eligibility criteria
-have demonstrated significant developmental delay
--1/5 sd below mean in 2 areas

significant developmental delay

-bell curve denotes average responding and standardized way to tell how far from the mean responding is
-to qualify under category

developmental delay

-can be temporary (with intervention it is possible to catch up)
-can have biological or environmental causes
-can be diagnosed in early childhood and diagnosis can persist or be resolved
-can qualify for early intervention and some early childhood sped services
-may just affect one area

developmental disability

conditions present from birth that impact intellectual, physical, language, and behavioral abilities

developmental disabilities- areas of impact

-self care
-receptive/expressive language
-learning
-mobility
-self direction
-capacity for independent living
-economic self sufficiency

5 most common developmental disabilities

ASD, cerebral palsy, down syndrome, fetal alcohol spectrum disorder, intellectual disabilities

autism spectrum disorder diagnostic criteria

-persistent deficits in social communication and social interactions across multiple contexts -restricted, repetitive patterns of behavior, interests, or activities

ASD social-communication deficits

-communication deficits in form, content, use
-social emotional reciprocity
--ex. failure of back and forth conversation, initiate/respond, reduced emotion/affect, impaired JA
-non verbal communication
--ex. poor eye contact, gestures, facial expressions
-relationships
--ex. adjusting behavior to contexts, imaginative play, making friends

red flags of ASD

-babbling by 12 months
-loss of speech
-no words by 16 months
-back and forth sharing of sounds/expressions

ASD prevalence

-1 in 31 children

ASD comorbidities

anxiety 84%
depression 26%
epilepsy 35%
sleep disorders 50-70%
intellectual disability 25-70%
learning disabilities 25-75%

common causes of ASD

-older parents
-twins
-if one child has it

cerebral palsy

-physical disability that affects movement and posture

-umbrella term for a group of disorders that affects ability to move

-most common physical disability in childhood

-permanent

down syndrome

-genetic condition caused by an extra copy of chromosome 21
-cognitive delays

down syndrome risk factors

-age of pregnancy
-parents with one child with it are at higher risk of having another

down syndrome prevalence and diagnosis

-occurs in about 1 in every 640 births

-can be diagnosed in utero using tests or screened for using blood tests -can be diagnosed via physical exam after birth and confirmed with blood test

fetal alcohol syndrome

-occurs in 3-10% of population

-poor growth in womb and after birth

-decreased muscle tone and poor coordination

-delayed development and significant functional problems in areas like thinking

intellectual disabilities

impairments of general mental abilities that impact adaptive functioning in 3 domains that determine how well an individual copes with everyday tasks

3 domains of intellectual disabilities

-conceptual: skills in language, reading, writing, math, reasoning, knowledge, memory
-social: empathy, social judgement, interpersonal communication skills, ability to make and retain friendships
-practical: self management areas such as personal care, job responsibilities, money management, recreation, organizing school and work tasts

what is screening?

a brief assessment procedure designed to identify children who should receive more intensive diagnosis or evaluation from local early intervention

diagnostic assessment or evaluation

an in depth assessment (over several days) of one or more developmental areas to determine the nature and extent of a physical or developmental problem and determine if child is eligible for services

curriculum based assessment

in depth assessment that helps determine a child's current level of functioning and can:

-help with program planning

-identify targeted goals and objectives for the child's IEP

-be used to evaluate child progress over time

developmental screening: ASQ-3

parent or caregiver completed screening tools that encourage parental/caregiver involvement

-series of questionnaires for children ages 1 month to 5.5 years

-tools to accurately identify children at risk for delay

ASQ domains

-communication, gross motor, fine motor, problem solving, personal social

ASQ-3 features

-questions ordered in a hierarchy

-qs 5 and 6 are average skills for child of that age

-looks at quality of skills

-parent concerns very predictive

-any concerns or questionable responses require follow up

communicating screening results to parents

-remind about purpose

-avoid terms like test or fail

-invite to share observations and concerns

-find shared understanding of child's development

-emphasize parent skills and resources to work with child

screening false positive

referred for evaluation
not eligible for special services

screening false negative

eligible for special services
not referred for evaluation

linked system- developmental screener asks...

do we need to know more about this child's development?

linked system- diagnostic assessment asks...

does this child qualify for special education?
-is the child performing differently enough from their peers that they may warrant intervention and if so

linked system- curriculum based measure asks...

is the child making sufficient progress?

when would you use an assessment vs a screener?

the purpose of an assessment is to match the child to the right setting

diagnostic assessment (evaluation)

-standardized, norm-referenced
-often used to determine eligibility (evaluation)
-compares child performance to that of other children (normative sample)
-standardized materials, administration, scoring and interpretation
-facilitates consistency in eligibility decisions

diagnostic assessments do what

-generate a comparative standing of an individual child in same-age peers

-limited in scope

-items are discriminative but not generally functional

Battelle developmental inventory 2nd ed (BDI-2)

-assessment of key developmental skills in children 0-7
-primarily used by preschool, kindergarten, early elem school, and special ed teachers
-60 min for younger than 2 and older than 5
-90 min for 2-5

key features of BDI-2

-based on concept of developmental milestones of typically developing children

-birth to 7

-provides screening tool and comprehensive assessment

-evaluates whole child by assessing 5 domains and 13 subdomains

5 domains of BDI-2

-adaptive
-personal-social
-communication
-motor
-cognitive

uses of BDI-2

-identification of delay, strengths and needs
-planning and instruction
-program evaluation
-accountability
-prek/k readiness

administration and scoring for BDI-2

-3 procedures: structured test, parent interview, observation
-3 point scoring system: 0-2
-floor/ceiling rules: score of 2 on 3 consecutive items or score of 0 on 3 consecutive items

non standardized uses of BDI-2

-english language learners

-children with disabilities

BDI-2 administration procedures

-interview: provides scripted, open ended questions for obtaining info about child from caregivers
-structured: uses materials to elicit a response in a controlled, 1-1 setting
-observation: uses normal activities in natural settings to observe the behavior over time

examples of developmental screeners

ASQ, MCHAT

examples of diagnostic/developmental/eligibility assessments

Batelle-3, ADOS

curriculum based assessment (CBA) designed to:

aka programmatic assessments
-create goals: initial results will indicate specific areas of need for intervention and next steps for objectives
-evaluate progress: once goals selected, help to collect data on intervention sufficiency
-programmatic eval: across whole classroom, result can be used to evaluate instruction globally

characteristics of a CBA

-authentic
-accounts for context and culture on learning
-involve families in all aspects of process
-involve multiple sources of info across contexts
-occur in natural contexts and real life activities
-linked to intervention and evaluation
-allows to program for generalization while maintaining standards of data-based decision making

curriculum based assessment (compared to criterion)

(growth)

-scores based on content

-allows for progress monitoring over time

-growth on key content is important

criterion based assessment (compared to curriculum)

(proficiency)

-a cut off score is created based on a developmental timeline

-scores at or above this criteria are considered proficient or on track

-scores below are cause for concern/evaluation

what is the curriculum in a CBA?

it is a framework for instruction composed of 4 main components:
-assessment
-scope and sequence
-lesson plans, activities, intervention components
-progress monitoring

CBA- scope and sequence

-developmental domains or content areas (social skills, literacy, adaptive skills)
-instructional order - can be sequenced by a variety of factors including age, grade, reading level, development, etc

CBA- activities and interventions

curriculums include guidance and organized systems to plan lessons and intervention
may include:
-support for embedding intervention in every day
-less plans and activity
-guidance for intensity of intervention, size of learning group, 1-1 intervention

CBA- progress monitoring

-multiple valid and reliable measures for monitoring progress over time
-conducted during naturally occurring events
-daily/weekly data collection
-alignment with standards

what is the AEPS?

-the assessment, evaluation, and programming system- a comprehensive eval across developmental domains
-based on developmental milestones in typical early childhood settings
-includes family input and used by teachers and other professionals

AEPS used for

-determine child present level of functioning and assessment for variety of disabilities

-develop meaningful IFSP or IEP goals and objectives

-plan intervention -evaluate child progress over time

-strong reliability and validity

AEPS organization

-each dev domain is split into strands of related items that might be tested together
-each strand split into goals and goals have objectives (appropriate for building IFSP/IEP goals)

AEPS organization- item difficulty

-within strands, content gets more difficult as strands continue
-in goals, content gets more difficult as goals continue
-in objectives, content gets easier as objectives continue

AEPS domains

fine motor, gross motor, adaptive, cognitive, social communication, social

reporting AEPS results

-it is built to establish evidence of next steps for instruction, progress following instruction, and overall progress of a group
-3 main ways to repot results: numerical, narrative, visual

the family report

-purpose is to enrich your data from the AEPS

-not intended as a stand alone tool

-helpful for IFSP family centered goals

-gives important info about family concerns/priorities

-important insight into family routines

the family report- part 1: family goals and routines

-parents answers helpful for developing IFSP
-establish rapport
-learn family routines

the family report- part 2: parent assessment of child skills

-parent friendly version of same questions from main tool
-parents may observe different skills/bxs, may have diff priorities, can corroborate uncertain findings from initial observation

IFSP (individualized family service plan)

-ages 0-3
-not legal document
-assumed natural environment is family home
-goals for family success

IEP (individualized education plan)

-age 3-21

-legally binding document

-assumed natural environment is school

-goals tied to academic learning standards

high quality IFSP goals

outcomes and strategies should be meaningful, family centered, and focused on promoting child participation in natural learning opportunities based on child/family interests

progress monitoring

-one of key purposes of CBA
-help determine if curriculum is working to improve progress on goals and objectives
-determine if new goals need to be selected or intervention modified

child progress record

-allows you to monitor child change over time
-provides visual of goals and objectives child has met or in progress
-use diff colors/patterns
-asterisks used to delineate goals