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HouMet 2016 Conference!Deep in the Heart of Texas!
November 30, 2016
FUNCTIONAL EDUCATION EVALUATION:!LOOK AT ALL WE CAN DO!
Susan J. Sheridan, Ed.D., FAAIDD 15 Greenway Plaza #23G!Houston, Texas 77046!(713) [email protected]
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WII-FM
___ Brief discussion of a Functional Non-standardized Education Evaluation and who might benefit!!___ The main purposes of a Functional Non-Standardized Education Evaluation!!___ Steps in this process that work with all students!!___ People involved in the evaluation (their roles in the process)!!___ Videotape clips of evaluations !!___ Analysis of the videotape clips, questions and concerns!!___ Checklists that might be helpful – please modify for your use, resources for you !!___ Discussion of materials - importance and use!!___ Key issues for the report!!___ Questions and Concerns!!I still want to know …!!!
!DIRECTIONS: Please check all of the items on this list that are of interest to you this afternoon. !Please add anything to the bottom of this list that you hoped to hear but is not on the list.!Please give your papers to Sue as quickly as possible.!
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IDEAS I CAN USE•!!
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Main PurposeWhat are the main purposes of a functional evaluation?!
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qualify for special education services!meet the guidelines for an evaluation!answer questions from the stakeholders!!
* determine what and how that student should be taught!
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DETERMINE WHAT AND HOW THE STUDENT SHOULD BE
TAUGHT
• Determine the MOST the student knows, understands, can do and likes so you know what comes next - what should be taught!!
• How this student learns determines how the student should be taught
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StakeholdersWho are the Stakeholders? What are the main questions of the stakeholders? How can you find the answers to these questions? Can you find the answers to these questions?!(not in order by…)!!
Special Education Department!Teachers/Para Educators!Parents/Caregivers!Principal!Student!Therapists!Persons requesting the evaluation!Federal and State governments
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WHAT IS A FUNCTIONAL EDUCATION EVALUATION?!
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- follow the lead of the student (choices)
- evaluation of the most the student!- knows !- understandings !- is able to do!- likes!
!not compared to anyone or any set standard
- focus on functional, age appropriate skills
- use of interesting, non-standardized materials
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Reasons for the Functional Education Evaluation
- norm referenced scores (I.Q., M.A., G.L)!• are not needed!• usually are inappropriate
- more information is obtained
- student leads so we see strengths
- all areas are evaluated at once: !! ! motor, language, self care, !! ! functional academics,!! ! behavior, vocational, etc.
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Target Population• Students who do not measure well or accurately on
Standardized Evaluation Measures!!
• FUNCTIONAL NON-STANDARDIZED EDUCATIONAL EVALUATION*!!
• A student who knows and can do more than the standardized measure show!!
• When more information is needed to supplement the standardized measures in order to write IEPs and plan for instruction!!
• When parents need more information than a standardized measure reveals!!
* Functional = anything that must be done for the individual if !! s/he cannot do it.
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Evaluation Formats!
Younger students!! !!
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More mature/older students!! !!
rules about others in the room!! rules about accommodations/adaptations!! video taping
agenda for today!! accommodations/adaptations!! choices!! video taping
May 4, 2016!Agenda for Today!!
! THINGS TO DO! !___ Grocery Shopping Lists!___ Application Form!___Dictated Story! __ My favorite video is…and this is what ! happens! __ I am really good at…This is how you ! do it…!___Word puzzles especially for J!___Skipbo!___UNO!___Connect Four !___ Read lists: 1, 2, 3!___ Read Words of Direction!___ Read book of choice from school!___ Money !___ Time !___ Measurement!___ Joke book!___ Joke Master Jr. 2!___ Measurement Book!___ Vocational Interests!___ Vocational Academics (selected)!___ CHOICES!! ___ Batman Computer! ! ___ Snap Circuit! ! ___ Activities in Box!
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Areas to Evaluate!Individualize!!
! !General Areas to Evaluate!! !!
purpose of the evaluation!! age, abilities, needs of the student!! stakeholders needs (including parents)
reinforcers!! parent priorities!! relative strengths!! relative areas of need!! current functioning
levels!! sensory development!! motor skills!
! self-care skills!! communication!! socialization!! functional academics!! vocational skills/
behaviors
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Video Taping!
Benefits!! !!
!
Procedures!! !!
for student!! for stakeholders (especially family)!! for you (your reality check, protection, best report writing tool)!! for team
permission to video tape - who gets to see, who gets copy!! a helper!! copies!!
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OBSERVING VIDEOS OF FUNCTIONAL
EDUCATION EVALUATIONS
NOTES ON OBSERVATION!ACTUAL EVENT QUESTIONS INTERPRETATION
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Steps in the Process!Setting up the Evaluation!
!
!!!
- Where!- Room Arrangement !- Observers
What to Look ForSocial Interaction (au, id, ed, etc.)!(before - during - after the evaluation)!!Communication Styles (Everyone Communicates)!!Behavior, Interests, Activities!!Parent Interview!
! !Follow the Lead of the Student
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After the Evaluation!
Analyze everything!!Write the integrated report with comments!!Give lots of recommendations!!Check feasibility of your hypotheses (parents, teachers, para educators)!!Check factual information (para educators, other teachers, parents, therapists) conclusions, recommendations are YOURS!!
Go over report with parents!!
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Considerations at Referral!• Helps in preparing for evaluation!
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• Have the student’s reinforcer(s)*!!!
• Medical needs (seizures, medications, food, energy level, etc.)!!!
• Behaviors
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Why use unfamiliar materials vs familiar toys or classroom materials for evaluation
!•! observe the student’s response to new materials!!•! observe problem solving behavior!!•! observe how much time the student will spend with
a new material!!•! observe choice making skills!!•! observe other characteristics of the student’s
behavior
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LEVEL I MATERIALSHand Lotion!Tasks!Tolerate Touching!Imitate rubbing in lotion!Tolerates Fragrance!Opens top of bottle!Imitates squeezing!Follows verbal directions!Silver Mylar Pompom!Tasks!Tolerate Touching!Tracks (visually__, auditory__, tactile__)!Imitates actions!Follows verbal directions!Plastic Bottle of Water with Sparkles!Tasks!Tracks using visual, auditory senses!Tracks (visually, orally, tactile)!Imitates actions!Follows verbal directions
Feather Duster!Tasks!Tolerate Touching!Tracks visually!Tickle!Imitates movements!Follows verbal directions!Baster!Tasks!Tolerate air on hands, face, arms!Squeezes!Imitates actions!Follows verbal directions!Shaving cream!Tasks!Tolerates touching, fragrance!Marks with fingers!Imitates actions!Crosses midline!Follows verbal directions
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Measuring cups with spouts for pouring, !spoons, popcorn kernels, tray!Tasks!Spoon kernels from one container to another!Pour kernels from one container to another!Imitates movements!Follows verbal directions!!Containers and Lids, file folder with outlines!of closed containers, open containers and tops!Tasks!Take tops off all lids!Replace tops on containers!Imitates actions!Follows verbal directions!Match containers and tops to outlines!!Colored Clothespins in square box!Tasks!Place colored clothespins on box sides randomly!Match colored clothespins on box sides!Pattern clothespins on box sides!Follows verbal directions
LEVEL II MATERIALSRolling Pin, Clay, Cotton Balls !in Baggie, Cookie Cutters!Tasks!Open baggie of cotton balls!Roll the cotton balls!Open the clay!Make clay into ball, etc./imitate!Roll clay with rolling pin!Cut with cookie cutters !Follows verbal directions!!Container for Sorting, items to sort,!anything that differs by only 1 characteristic!Tasks!Sort by color, size, shape, etc.!Match by color, size, shape, etc.!Identify from verbal label!Name characteristic!Pattern items - continue pattern!Imitates actions!Follows verbal directions!!
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LEVEL III MATERIALSSpools!
• Thread holder (plastic or wooden)!
• Spools of thread to fill a row (enough to fill thread holder)!
• Sets of matching spools of thread (enough to fill thread holder)!
Tasks!+! Take all of the spools off the holder!+! Place spools on left of holder!+! Replace spools randomly!+! Replace spools by matching (e.g.,
replace one, replace two on opposite sides, replace four, or replace all)!
+! Replace all spools grading by color!+! Place spools in specific location
Keys and Locks!• Locks and matching keys of varying
sizes!
Tasks!
+! Lock all locks!
+! Find key to match lock!
+! Insert key!
+! Turn key to unlock lock!
+! Remove key!
+! Follow visual directions!
+! Follow verbal directions!
+! Problem-solve to match keys and locks
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OBSERVING VIDEOSLook At All We Can Do
NOTES ON OBSERVATION!ACTUAL EVENT QUESTIONS INTERPRETATION!! ! ! ! ! !
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Functional Education Evaluation!
!Checklists For Possible Use!
!Checklist for Observing Students with Pervasive Needs!Relating Play to Instructional Needs!!Things We Could Learn Without Being Taught!Activities for Developing Motor Skills!Activities at Home!Functional Math Assessment Chart!Functional Academics Needed for Accessing Environments!What do Peers Do In The Community?!Continuum of Vocational Skills!Continuum of Vocational Behaviors!Academics for Vocational Success
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CHECKLIST FOR OBSERVING CHILDREN WITH PERVASIVE NEEDS
SENSORY'RESPONSE'TO:
Auditory Stimulation!___ loud noise!___ abrupt noise!___ soft music!___ hums!___ buzz!___ buzzers!___ high pitched noise!___ low pitched noise!___ lawn movers!___ vacuum cleaners!___ flapping paper!___ running water
Tactile Stimulation!___ smooth (silk, Mylar, glass, ! etc.)!___ soft-not smooth (velvet, ! corduroy, cotton balls, etc.)!___ rough (pot scrubber, etc.)!___ pop corn!___ rice!___ sand!___ rubber balls!___ paper!___ warm wash cloth!___ cold wash cloth!___ ice!___ warm soapy water!___ shaving cream
Visual Stimulation!___ shinny objects ! (Mylar, etc.)!___ flash lights!___ colored light!___ various colors
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THINGS WE COULD LEARN WITHOUT BEING TAUGHT !
Kitchen (cooking, utensils, refrigerator/freezer, where buy)!Washing (use of washer, dryer, grouping clothes)!
Cleaning house (vacuum, sweeping, dusting, cleaning windows)!Grooming (changing clothes, washing face/hands, hair, clothes)!
Shopping (where buy, relative value, meaning of signs)!!!KITCHEN!
1.!Why could boiling water on the stove be dangerous?!you could: get burned___ drown___ get thirsty_____!!
2.!What do we not put into the microwave?! ! anything white___ anything metal___ anything that’s cold ____!!
3.!We must be careful when handling what utensil?! ! a knife ____ a dishtowel _____ a spoon _____!!
4.!What can you eat without cooking it?! ! potatoes____ carrots_____ eggs _______!!
5.!What do you put into the refrigerator?! ! mayonnaise______ canned olives______ spices______!!6.!What is sold by the dozen?!
! bread_____ eggs_____ milk_____!!7.!What is sold by the pound?!
! milk_____ clothing _____ meat _____!!8.!Which is the biggest piece?!
! ½ of the pie _____ or ¼ of the pie _______!!9.!What should someone do before cooking and handling food?!
! change clothes _____ watch TV _____ wash hands _____!!10. What should we keep in the freezer?!
! butter ____ light bulbs ____ ice cream______!!11. What is the largest?!
! an egg ____ a loaf of bread ____!
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Concept Understanding!1. Understands the concept of all!
(“Show me all of the dots.”)!!2. Understands the concept of big.!
(“Show me the big one.”)!!
3. Understands the concept of little.! (“Show me the little one.”)!!4. Understands the concept of in.!
(“Show me the one in the box.”)!!
5. Understands the concept of out.!(“Show me the one that is out of the box.”)!!
6. Understands the concept of longest.!(“Show me the longest one.”)!!
7. Understands the concept of empty.!(“Which one is empty?”)!!
8. Understands the concept of first.!(“Which one is first in line?”)!
!9. Understands the concept of top.!
(“Which one is on top of the others?”)!! 10. Understands the concept of together.!
DIRECTIONS FOR FUNCTION MATH ASSESSMENT CHART!!1. Observe, evaluate in natural settings or use the cards to evaluate the first 39 concepts on the Functional Math Assessment Chart.!!2. For every item that the student is able to do color in the corresponding arc on the circular chart. For example, if the student knows the concept of ALL, which is number 1 on the list of concepts, fill in the #1 arc in the center of the circular chart. If the student also knows the concept of BIG, fill in the 2 arc as BIG is the #2 item on the list of concepts.!!3. If the student understands the concept sometimes or it is an emerging understanding, put slash marks in the corresponding arc on the circular chart. !!4. If the student does not understand the concept leave the corresponding numbered arc blank.!!5. Continue assessing all of the 39 concepts.!!6. Then look at the other areas: Temperature, Counting, Personal Statistics (Age, Date, Address, Phone Number), Time, Measurement and Money. Fill in any of these items that the student knows or is an emerging knowledge (slash marks).!!7. Look at any items that are not filled in and you feel the student should know and teach these first. There may be splinter skills or items the student knows without knowing previous items. Be sure and teach those previous items.!!Thank you for helping this student. !
FUNCTIONAL MATH EVALUATION CHART 25
11. Understands the concept of apart.! (“Which ones are apart?”)!!
12. Understands the concept of each.! (“Put your finger on each one.”)!
! 13. Understands the concept of behind.!
(“Put your finger on the one behind the others.)!! 14. Understands the concept of in front of.!
(“Put your finger on the one in front of the others.”)!! 15. Understands the concept of in back of.!
(“Put your finger on the one in back of the others.”)!! 16. Understands the concept of middle.!
(“Put your finger on the one in the middle.”)!! 17. Understands the concept of bottom.!
(“Put your finger on the one on the bottom.”)!! 18. Understands the concept of under.!
(“Show me the one that is under the others.”)!!
19. Understands the concept of over.! (“Show me the one that is over the others.”)!!
20. Understands the concept of between.! (“Which one is between the others?”)!
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What This FunctionalEducation Evaluation Report Involves
- Demographic information!- Reason for referral!- Sources of data!- Educational history!- Parent Priorities! Mr. and Mrs. ….. are interested in helping to develop an
educational program that maximizes …’s strengths and helps to develop his areas of need in the most dignified and positive manner possible. !
!! His parents also want him helped to develop useful
communication skills and to use these skills.!!- Pertinent medical information!!
!
!
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BEHAVIORAL OBSERVATIONS!INCLUDE IF NOTEWORTHY:!___ willingness to come to room!___ manner of relating to examiner!___ relating to the situation!___ direction following (beginning - end)!___ self-directed !___ relating to the materials!___ interests (toy or material) preferences!___ eye contact!___ facial expressions!___ sharing with the examiner (past information, present information, favorite topic)!___ compliance!___ direction following desire, ability!___ favorites!
! ! !
What This FunctionalEducation Evaluation Report Involves
SOCIAL INTERACTION
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What This FunctionalEducation Evaluation Report Involves
BEHAVIORAL OBSERVATIONS!!
INCLUDE IF NOTEWORTHY:! ! ! !
___ communication system(s) used! ! ! !___ receptive ability!! ! ! !___ familiar names, objects, actions!___ words of direction (FMAC)!___ phrases, idioms, slang!___ expressive attempts, methods!___ behavioral, manual, oral, etc.!___ initiate communication!___ sustain communication!___ follow examiner’s topic!___ own topic!___ echolalia (immediate, delayed)!
! ! !
COMMUNICATION
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What This FunctionalEducation Evaluation Report Involves
BEHAVIORAL OBSERVATIONS!INCLUDE IF NOTEWORTHY:! ! ! ! ! !___ unusual or exaggerated interest!___ behavioral routines (i.e. UNO cards facing same way)! !___ stereotyped motor movements -- self-stimulation behaviors (timed)!___ preoccupation with parts of objects! !___ perseverate (when)!! ! ! ! ! ___ flexibility!! ! ! ! !___ preferences for visual things! ! ! !___ preference for auditory things!___ preference for tactile things!___ smells things, bites things, sucks on things, etc.!!
BEHAVIOR, INTERESTS, ACTIVITIES
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What This FunctionalEducation Evaluation Report Involves
BEHAVIORAL OBSERVATIONS!!NOTED FOR EVERYONE:!___ reinforcers ! ! ! !___ teaching strategies responded to! !___ hand preference! ! ! !___ agility/mobility!___ problem solving ability!!INCLUDE IF APPROPRIATE:!___ imitation, object permanence!! ! !___ cause and effect understanding! !___ organizational skills!___ neat!___ asking for help!___ problem solving regarding work job!___ pride in work
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What This FunctionalEducation Evaluation Report Involves!
!- Relative strengths:!!- Relative areas of need:!!
CURRENT FUNCTIONING LEVEL!!- Sensory Development [why important]!- Motor Development [gross motor, fine motor]!- Self-Care Skills [all that are appropriate]!- Communication!- Socialization skills!- Functional academics!- Vocational skills and behaviors!!
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What This FunctionalEducation Evaluation Report Involves
The Big Question!!
How do I document that this student qualifies as a student with !an Intellectual Disability?
Possibility:!!
An evaluation of cognitive abilities was attempted with ___ ; however, no valid results were obtained !because ___ (i.e., did not not respond, did not attend to the stimulus, did not reach a basal score !on the standardized measure of intelligence that was appropriate, etc.)!!Since a valid cognitive standardized measure was not possible, the multidisciplinary evaluation team !performed a functional educational evaluation to help determine information about ___’s cognitive abilities. !!This consisted of (explain evaluation procedures and methods) and the results are: !(summary of observations, student performance, checklists, etc.)!!As a result of this evaluation the MDT concluded that ___ exhibits significantly sub-average performance in the area of intellectual functioning compared to her same age peers. !!This conclusion was further supported by the results of the adaptive behavior measures, !student observations and parent and teacher reports.
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SUGGESTIONS FOR WORKING WITH STUDENTS WHO ARE DIFFICULT TO EVALUATE
INTERACTION STRATEGIES ![used in evaluation]!
!• determine reinforcers!!• start where the student will be successful!!• give choices!!• show legitimate pleasure with student’s success!!• go with the student’s lead!!• correct only what must be corrected
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!
• The “Get Ready” Procedure!
• Asking for Help!
• Beginning-Middle-End of Tasks!
• Break Time [when given & how to return to work]!
• Choices!
• Choice Board
GENERAL RECOMMENDATIONS
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GENERAL RECOMMENDATIONS
• Do Just One [two, three] More!
• Finished Box!
• Positive and Specific Directions/Instructions!
• Using both hands together!
• Visual Schedule and Universal “NO” sign!
• Take something to next location
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GENERAL RECOMMENDATIONS
• Picture Schedule!
• First/Then Procedure!
• Listening to Directions!
• Social Skills Goals/Objectives!
• Use of a Timer!
• Turing Pages of a Book [cotton ball to corner]
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GENERAL RECOMMENDATIONS
• Organizational Ideas!
• Logical Thinking Tasks [why did that happen]!
• Following Written Directions !
• Stabilizing Material !
• Saying “Uh-Oh”!
• Substituting More Interesting Material [to remove something the student is working with]
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Developing anIndividualized Program
- What can the student do?!!
- What does the student do?!!
- What is expected of this student !now! !in the future
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IDEAS I CAN USE•!•!•!•!•!•!•!•
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Thank you
Thank you for caring about students who are challenging
and need the very best evaluators, teachers, therapists, parents and
friends.
You are very important!
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