sed 556, syllabus, f’16 1 · sed 556, syllabus, f’16 3 course goals purpose the purpose of this...

SED 556, Syllabus, F’16 1

SED 556 – Assessment for Students with Autism Spectrum Disorders and Severe Disabilities

Spring 2014

Adobe Connect Pro:

Course Description Provides advanced training in assessing individual learning needs of students with autism spectrum disorders and students with severe disabilities, emphasizing ecological inventories, person-centered planning and quality of life indicators. A value-based system of respecting the individual and individual capabilities within a fully inclusive society is presented as the underlying philosophy. Applied assignments will allow students to demonstrate specific skills that reflect this philosophy. Course content will be presented in a series of modules that contain information on specific topics related to the assessment and intervention of students with autism spectrum disorder (ASD) and students with severe disabilities. 3 credits. Course Meeting Dates Wednesdays beginning August 31, 2016, 6:30pm - 8:00pm Schedules; 8/31, 9/14, 9/28, 10/19, 11/16 and 12/7 Adobe Connect Classroom: url ADOBE Connect Class url: https://meet.maine.edu/r6s8acb23nm/


See Course Calendar for specific Adobe classroom dates. Faculty Information You are encouraged to contact the instructor with your questions or concerns by e-mail, telephone. Office hours: Students may request to meet with the instructor by appointment by telephone. Assignments: All assignments should be submitted to [email protected] by the due date and required time. Instructional Materials and Methods Required Texts: Autism Spectrum Disorders: From Theory to Practice 2nd Edition, Laura J. Hall, Pearson ISBN: 13: 978-0-13-265808-6 Supplemental readings posted to Google SITE. SED 556 Assessment for

Students with Autism Spectrum Disorder and Severe Disabilities GOOGLE

Site: https://sites.google.com/site/sed556assessmentautismdjs/ Audio/Visual Technology Requirements Access to a computer with high speed internet Adobe Flash system (download from here: http://get.adobe.com/flashplayer/) Webcam (often built in on laptops or inexpensively purchased) APA Style Websites: http://www.wisc.edu/writing/Handbook/DocAPA.html http://www.apastyle.org/fifthchanges.html Ability to access PowerPoint presentations Ability to craft word documents Ability to email If you need assistance with technology, please contact the UMaine IT Help Desk: 581-2506 email: [email protected] Teaching Methods Group discussion, small group activities, group projects, case studies, panel discussions, and lecture may be employed in this online class. Assignments will be designed to provide direct experiences with course content and to extend learning about concepts and issues addressed in this course. Student Learning Outcomes


Course Goals Purpose The purpose of this course is to demonstrate a knowledge base and skills necessary to administer and use informal and formal assessments for the successful education of individuals with autism spectrum disorders and related disabilities, including individuals with severe disabilities. A major focus of this course is on the competencies related to professional development. Students are expected to link prior and current coursework to their practice as well. Approaches discussed during the course are based on recommended practices in the special education field. The College’s Conceptual Framework and Course Expectations SED 556 reflects the conceptual framework of the College of Education and Human Development at the University of Maine. The themes of the College of Education and Human Development are: Research, Innovation, Collaboration, and Engagement. Through its commitment to these themes, the College intends that its degree candidates will engage in a thoughtful and evaluative analysis of the many forces and factors that affect teaching and learning. Reflective practice supports these themes by involving you in recursive self-evaluation and systematic assessment of students and programs. This ongoing process is an indicator of professional development in your field. You must be responsive to outcomes and the needs of students and families. The diverse population you face will benefit from active engagement. The ability to synthesize information and apply the information is the desired outcome of this course. The course is not all-inclusive; you must continue to be lifelong learners and collaborate with peers in your field to advance your understanding of the setting and needs of the communities in which you work. Diversity Ours is a diverse nation founded upon the protection of rights and liberties regardless of race, ethnicity, socio-economic status, gender, religion, exceptionalities, language, and sexual orientation. The National Council for the Accreditation of Teacher Education (NCATE), identifies these identity groups, along with geographic region, in its definition of diversity. Other identity groups include, but are not limited to, age, community, family status, institutional affiliations, political beliefs, personality styles, interests, and abilities. Schooling continues to have a central role in educating our nation’s citizens for life in this diverse and pluralistic society. Choosing to teach means accepting the moral and ethical responsibilities inherent in building a strong democratic republic. In this course you will have many


opportunities to examine your beliefs regarding diversity and the challenges of providing equitable and fair educational opportunities for all. Course Instructional Objectives Candidate Proficiencies, Key Assessment Tasks, and Tk-20 In Spring 2004, the College of Education and Human Development adopted 16 “candidate proficiencies” as statements of the outcomes expected of teacher degree candidates by the time they receive their degrees. Twelve of these proficiencies are based on the ten Maine standards for initial teacher certification. The remaining four proficiencies are based on requirements of the National Council for the Accreditation of Teacher Education (NCATE). These proficiencies are assessed in a variety of ways, including through uploading your response to a “key assessment task,” identified below, to the Tk-20 data management system. This course is not complete until this requirement has been met. This course will focus on the UMaine Candidate Proficiency indicated below:

• Proficiency 16/CEC Standard 4: Candidates understand and use a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

The Key Assessment Task for this course is none. Student Learning Outcomes As a result of active participation and successful completion of course requirements, students will:

• Explain principles and practices of assessment for individuals with autism spectrum disorders and individuals with severe disabilities,

• Describe and use person-centered assessment strategies, • Use and evaluate formal and informal measures of assessment, • Administer instruments for individuals with various cognitive,

language, sensory and physical disabilities, • Describe, develop, use and evaluate informal measures of

assessment, • Interpret, integrate and make use of assessment results in

writing reports and planning programs for individuals with moderate to severe disabilities, and

• Discuss the legal and ethical issues in assessment. Grading and Course Expectations: See SED 556 Assessment for Students


with Autism Spectrum Disorder and Severe Disabilities GOOGLE Site:

https://sites.google.com/site/sed556assessmentautismdjs/ Student Role This is a graduate level course that builds upon the foundation of previous knowledge and experience in the special education field and/or graduate course work. Each student will get from the course what he or she put into the course. Attitudes distinguish and characterize each student. Individuals, who approach the course with a genuine desire to learn and a willingness to work hard to do so, will achieve that end. Each student is expected to demonstrate self-discipline as they budget and use their time effectively. They are expected to take the initiative to be aware of and prepared for upcoming events. Attendance and Participation Regular class attendance and active participation in class discussion and activities is expected of all students. Active participation means coming to class prepared to discuss the material and respond to question(s) from the instructor and fellow students. Students should be very familiar with the syllabus and information provided on the SED

556 Assessment for Students with Autism Spectrum Disorder and Severe Disabilities GOOGLE

Site: https://sites.google.com/site/sed556assessmentautismdjs/

Students are responsible for obtaining any information disseminated in a class they miss. Students cannot miss any class meeting due to the amount of information covered in each class and required participation. Each week the ADOBE Connect Class will be recorded and posted. If a class is missed, the student is required to provide a summary of the class and answer any questions posed by the instructor along with the week’s assignment. Points are earned for attendance.


Course Readings Students will be assigned readings from the required text. Additionally, students will read relevant research articles or supplemental materials. Assignments CAREFULLY READ THE DESCRIPTION to ensure each component of an assignment is addressed. General Guidelines

• Headings and page numbers should be used to organize the assignments.

• Include your name, project title, and date at the top of your assignment. Assignments without this information will be returned and will not be assessed.

• All assignments are required to be submitted electronically as either a word document.

• All assignments requiring references are to be cited and referenced in American Psychological Association (APA) style.

• Students should retain a personal copy of assignments. Course Assignments (Summary) Total Points: 100

SED 556: Fall 2016

Weekly Grade Distribution

Assignment Component Weekly Point Value Semester Point

Value

Case Study 1.51 21

Reading/Reflection 1.51 21

Research 1.51 21

Application 1.51 21

Attendance/Participation 1 6

Final project

•

5


• Professional Growth Reflection 5

Total Points earned

_________________

100 Journal Article Reviews Each student is required to critically review journal articles provided by the instructor. Articles/chapters will focus on more than one topic area. To facilitate your critical reflection, the following questions should be addressed in your review:

• In what way does this information expand your knowledge regarding assessment for children with ASD and their families, or children with severe disabilities?

• Based on your current views of children with ASD/severe disabilities, describe how the information you read supports or refutes your beliefs and practices.

• Explain how you will apply the knowledge you gained from reading the article as you collaborate with team members (including families) to support the needs of children with ASD/severe disabilities.

The grading rubric used to evaluate the reviews is provided with the syllabus. Learning Goals for Article Review assignment:

• Students will increase knowledge and skill in applying family-centered and culturally competent care to the assessment and intervention of children and adolescents with ASD/severe disabilities and their families.

• Students will demonstrate an ability to analyze, synthesize, and evaluate information regarding assessment of individuals with ASD/severe disabilities.

• Students will demonstrate knowledge of research and integration into evidence-based practice for individuals with ASD/severe disabilities.

Indicator of Achievement: Students will achieve the learning goals above. Applied/Final Assignment Students are encouraged to collaborate and team up with class members on one of the following assignments for their final project.


Using the literature, classroom content, and experience, students will choose ONE of the following options for their applied (final) assignment. Students are encouraged to select the activity that is most likely to support the application of theory to practice so that both the process and the final product can be applied to the actual services they are providing or will provide to children with ASD and their families. The applied assignment is worth a total of 10 points and is due on the scheduled date assigned for presentation. Each student will have 30 minutes or a total of 60 minutes (if a team project) to present their final project no later earlier than November 16th and no later than December 7th. Evidence-based Practice Review (10 points) Students will select three evidence-based practices discussed in the course to complete a critical review of the strengths and weaknesses of the practice and the generalized value to children with ASD. The review should include the following:

• Description of each of the evidence-based practices, including strengths and weaknesses, with references cited (2pts) .

• Critical review of the perceived effectiveness of the practice, with references to support the evaluation of effectiveness (2pts) .

• Specific profile of a child with ASD who might respond best to this practice with an explanation of why (2pts) .

• Questions you would pose to help families and other team members decide whether or not this practice is appropriate for a child with ASD (2pts).

• Comprehensive reference list of all literature cited in APA format (2pts).

Interdisciplinary Assessment Profile (10points): The student will design a comprehensive assessment for a child/adolescent with ASD/severe disabilities. The assessment should be completed on a child diagnosed with ASD or severe disability. The assessment profile will include the following:

• The profile will include ways to assess a child’s strengths and challenges including communication (2pts), social interaction and play (2pts) = 4 points.

• The profile will include an assessment of the child’s home and school community, including ecomaps (1pt), which describe the inter-relationships between events and individuals with whom the child interacts. Students will include the supports that are available to the child and family (1pt), and the particular challenges to be faced (1pt) considering the unique assessment profile attained = 3 points.


• The final section of the assignment will include two components: goals team members have developed for intervention based on the interdisciplinary assessment (1pt), and questions team members might pose for evaluating an intervention program (2pts) = 10 points.

Transition Plan (10 points) Students will select a child who is transitioning from one grade or program to another and develop a transition plan that will support the child, the family, and the receiving program providers. The transition plan will include the following:

• A description of the child and the child’s family, including strengths and challenges (1pt), and identified goals across the areas of play, communication, social interaction, sensory-motor development, and behavior (1pt) = 2 points.

• A summary of evidence-based practices effectively used in the classroom that support the achievement of the child’s goals (1pt), including an explanation of some innovative ways this information could be shared with the receiving grade/program/school (1pt) = 2 points + 2 bonus points earned if you choose to submit a video of the EBP implementation in the classroom.

• An outline of the scope and sequence (1.5pts) of the activities that will be implemented through the transition process, including a timeline of events (1.5 pts) = 3 points.

• A process for following-up on the transition (1.5pts) and for evaluating the effectiveness of the transition plan with suggestions for needed modifications (1.5pts) = 2 points.

Critical Review of the Literature on Assessment for Students with ASD/Severe Disabilities (10 points) Students will complete a comprehensive literature review to include literature dated from 1993 to 2015. Students will be evaluated on the following:

• Description of the comprehensive literature search that was performed – including key words used (1pt), databases searched (1pt), a listing of the resulting articles (1pt), and complete references in APA style for the selected articles described in the next bullet point below (1pt) = 4 points.

• Selection of 10 excellent quantitative research articles relevant to assessment that the student will read and summarize as follows:

o Discuss the purpose of the study, the study design, participants included, and critical results reported (2pts)


o Interpret the value of the stated outcomes and relevance for contributing to assessment or intervention practices (2pts)

o Evaluate any caveats or concerns you have in using the study’s results to inform practice (2pts)

Students will use the critical review form for quantitative studies found at the end of the syllabus to help make a determination for studies with sound research to include as part of the 10 final articles. Students should complete a paragraph for each of the 3 items (discuss, interpret, and evaluate) for each of the 10 articles – no longer than one page single-spaced for each article. Training Module Development (10 points) Students select one of the following screening/diagnostic tools found in the Hall text and develop a training module for use by early intervention providers. The goal is for these providers to gather sufficient and valuable information to accompany referrals for a more comprehensive diagnostic assessment. The training module should include the following:

• Summary of the tool and the psychometric properties, 2-3 pages (2pts),

• Explanation of the use and value as a screening tool for discriminating children with and without autism, 1 page (2pts),

• Instructions on administration and scoring, 1-2 pages (2pts), • Hypothetical case examples – profiles for one neuro-typical child

and for a child with ASD – to help participants understand the tool, 2 pages for each profile (2pts),

• Ten test questions – five pre-test to assess the participants’ prior knowledge and understanding of the material contained within the module and five post-test to assess the learners’ post understanding of the screening tool. The questions will be multiple-choice and a correct response/rationale for the answer should be provided. Questions can be based on the case studies related to the use of the tool, 2-3 pages (2pts).

The expectation of these assignments is equivalent to 8-12 typed pages in length as an average, with references. Each assignment is worth a total of 10 points once presented and due one week from the date of the presentation. Learning Goals for Applied Assignment:


• Students will demonstrate an ability to analyze, synthesize, and evaluate information regarding methods of prevention, assessment, and intervention for students with ASD/severe disabilities.

• Students will demonstrate knowledge of individuals with ASD/severe disabilities with diverse backgrounds.

• Students will demonstrate an understanding of ways to communicate effectively and collaborate with children with ASD/severe disabilities, their families and the professionals who serve them.

Indicator of Achievement: Students will achieve the learning goals above and obtain at least 7/10 points on the Applied Assignment chosen. Instructor’s Final Evaluation Each of these components will be weighted as follows in determining the final grade:

Total Points for Completion of All Assignments: 140 points

Assignment Percentage of Grade

Article Review (36pts) 26% Applied Assignment (40pts) 28% Eco Inventory/Discrep Analysis (54pts) Participation (10pts)

39% 7%

Total 100% Please note that your final grade will not be posted to Mainestreet until all assignments are submitted and reviewed. Criteria for Final Grade A = 95 – 100% A- = 90 – 94% B+ = 86 – 89% B = 83 – 85% B- = 80 – 82% C+ = 76 – 79% C = 73 – 75% C- = 70 – 72% D+ = 66 – 69% D = 63 – 65% D- = 60 – 62% F = below 60%


Resubmissions to Meet Competency It is recommended that each student attempt to demonstrate competency in all course areas by achieving a grade of "B" (80%) or better on each assignment, as well as the overall course grade. Students who do not reach this criterion have the option of resubmitting assignments with corrections or additions made according to the instructor’s recommendations. Resubmission of assignment must be turned in by the subsequent class meeting. Course Calendar_Due Dates A course calendar and due dates for assignments will be provided on the SED 556 Google Site Calendar/syllabus tabs and on the Weekly Assignment tabs. In the event of an extended disruption of normal

classroom activities, the format for this course may be modified to enable

its completion within its programmed time frame. In that event, you will be

provided an addendum to the syllabus that will supersede this version.

Additional Information about Evaluation Course Evaluation Student perception and evaluation of the course is valued by the instructor, the department, and the university. Methods for obtaining student perception and evaluation of the course will be requested. These evaluation procedures are both formative and summative. Individual Conferences Students are encouraged to meet with the instructor periodically to discuss specific topics or for an informal chat. Student Rating of Courses Students are asked to complete the university approved course evaluation at the end of the Semester. These evaluations are not given to the instructor until after final grades have been given to the registrar's office. University of Maine Policies Academic Honesty Academic honesty is very important. It is dishonest to cheat on exams, to copy term papers, to submit papers written by another person, to fake experimental results, or to copy or reword parts of books or articles into your own papers without appropriately citing the source. Students committing or aiding in any of these violations may be given failing grades for an assignment or for an entire course, at the discretion of the instructor. In addition to any academic action taken by an instructor, these violations are also subject to action under the


University of Maine Student Conduct Code. The maximum possible sanction under the student conduct code is dismissal from the University. Disability Notice If you have a disability for which you may be requesting an accommodation, please contact Ann Smith, Coordinator of Services for Students with Disabilities (121 East Annex, 581-2319), as early as possible in the term. Confidentiality Statement All academic records of students are maintained in the highest of confidence as directed by FERPA (Family Educational Rights and Privacy Act). For more information on the University of Maine FERPA Policy, please click on the following link: http://catalog.umaine.edu/content.php?catoid=50&navoid=1001 Mutual respect It is expected that students will conduct their affairs with proper regard for the rights of others. All members of the University community share a responsibility for maintaining an environment where actions are guided by mutual respect, integrity and reason. Check your copy of the University Catalog and the University’s Student Conduct Code for more information on academic integrity. Non-Discrimination and Non-Sexist Language The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veterans status. Questions and complaints about discrimination should be directed to the Director of Equal Opportunity, 101 North Stevens Hall, 581-1226. The University of Maine has made a firm public commitment to non-sexist language in all its classrooms and communications. This course will put that policy into practice by using both masculine and feminine terms, where both genders are intended, rather than so-called generic masculine terms. For further information, see http://www.umaine.edu/womensstudies/home/non-sexist-language-policy/ College of Education and Human Development Policies Tk-20 Online Data Management System This is a required course for an NCATE-accredited degree program. All students enrolled in degree programs that receive accreditation from


NCATE are required to have a Tk-20 account and upload key assessments. Your requirements in this course include the electronic submission of a specified document(s) addressing a key assignment task(s) to the Tk-20 system. This course is not complete until your document(s) for your key assessment task(s) has been successfully uploaded. Additional information will be provided in this class. See also the Tk-20 link on the College of Education and Human Development Website, at http://umaine.edu/edhd/student-services/tk20-information/ Policy on Incomplete Grades in Graduate Classes A grade of I (Incomplete) is assigned if a student has been doing work of acceptable quality but, for reasons satisfactory to the instructor, has not completed all of the work required to earn credit by the end of the semester or session. The work must be completed and submitted to the instructor by the date agreed to with the instructor, but not later than one year (i.e., 12 months) from the end of the semester or session in which the incomplete was granted. An I remains on the transcript permanently if not resolved or if a written request for an extension is not approved within the time period for removing the incomplete. A request for an exception to regulation to extend an incomplete beyond one year must be approved by the instructor, the student's advisor (for degree students), Graduate Program Coordinator, and Dean. The request should note the circumstances necessitating the extension, the work that remains unfinished, and a specific deadline for completion. An extension will be granted only under unusual circumstances. For grades of I, it is the student's responsibility to reach and maintain an understanding with the instructor concerning the timely completion of the work. UMainePoliciesandSpecialNotes

• Academic Honesty Statement: Academic honesty is very important. It is dishonest to cheat on exams, to copy term papers, to submit papers written by another person, to fake experimental results, or to copy or reword parts of books or articles into your own papers without appropriately citing the source. Students committing or aiding in any of these violations may be given failing grades for an assignment or for an entire course, at the discretion of the instructor. In addition to any academic action taken by an instructor, these violations are also subject to action under the University of Maine Student Conduct Code. The maximum possible sanction under the student conduct code is dismissal from the University.

• Students with disabilities statement: If you have a disability for which you may be requesting an accommodation, please contact Disabilities Services, 121 East Annex, 581-2319, as early as possible in the term.


• ConfidentialityStatement:AllacademicrecordsofstudentsaremaintainedinthehighestofconfidenceasdirectedbyFERPA(FamilyEducationalRightsandPrivacyAct).FormoreinformationontheUniversityofMaineFERPAPolicy,pleaseclickonthefollowinglinkhttp://catalog.umaine.edu/content.php?catoid=50&navoid=1001

• ContingencyPlan:Intheeventofdisruptionofnormalclassroomactivitiesduetounexpectedcircumstances,theformatforthisalongwithassignmentsandgradingproceduresmaybemodifiedtoenablecompletionofthecourse.Inthatevent,anaddendumtothissyllabuswillsupersedethisversion.

• UseofElectronicCommunications:AllusersattheUniversityofMaineareexpectedtousenetworksystemswithproperregardfortherightsofothersandtheUniversity.FormoreinformationontheUniversityofMaineElectronicCommunicationsPolicy,pleaseclickonthefollowinglinkhttp://www.umaine.edu/it/policies/communication.php

• CollegeofEducationandHumanDevelopmentfacultyarerequestingyourpermissiontoobtainrandomsamplesofyourworkinallcoursesforourupcomingnationalandstateaccreditationteams’visitations.BothCAEP(CouncilfortheAccreditationofEducatorPreparation)andMSBOE(Maine’sStateBoardofEducation)havechangedtheircriteriatoincludeagreateremphasisonperformance-basedassessmentofstudents’learningoutcomes.Theyarerequiringactualstudentworkasevidenceofpersonalandprofessionalgrowthindocumentingthedevelopmentoffutureclassroomteachers.Ifyoudonotwishanyofyourmaterialsretainedforthispurpose,pleasespeaktoyourcourseinstructor.

• ManyoftheassignmentsandclassroomactivitiesofallCOEHDcoursesaredesignedtoprovideforopportunitiestoaddresstheelevencompetenciesofthestatelaw,Chapter114:TheMaineCommonCoreTeachingStandards(InTASCStandards&ISTEStandards-T).Asyoubecomemoreawareoftheseareasandtherespectiveperformanceindicatorsofeach,youwillbeaskedtocollectevidenceofyourdevelopmentintoaworkingprofessionalportfoliokeyedtothesecriticalcompetenciesofahighqualitynoviceclassroomteacher.

• Allassignmentsaretobesubmittedduringtheclassperiod(ordesignatedtime)onthedatedue.Nolatematerialswillbeaccepted,exceptthoseagreedto"inadvance"byboththeteachercandidateandinstructorwhenextenuatingcircumstancesexist.(Note:Thesematerialswillearnfewerpointscorrelatedtotheactualtimetheinstructorreceivesthepaperormaterial.)

• Allformalwrittenmaterialsaretobewordprocessedandcarefullyproofreadpriortosubmissionforagrade.

• Classparticipationisexpectedineachclasssoallteachercandidates/educationminorsmustlimitthenumberof“unexcusedabsences”(absencesotherthanthosewithwrittendocumentationformedicalissues,religiousholidays,bereavement,athleticscheduledgames,orotherextenuatingcircumstances.)toonlytwoclassesduringthesemester.Exceedingthisnumberof“unexcusedabsences”willresultinameetingwithyourinstructortodetermineyourstatusinthecourse.Yourinstructorreservestherighttoadjustdownwardstheclassparticipation/coursegradeofateachercandidate/educationminorwhoseattendanceexceedsthe“twoclass”criteriaorassignanoverallgradeof“L”.

• Diversity:Oursisadiversenationfoundedupontheprotectionofrightsandlibertiesregardlessofrace,ethnicity,socio-economicstatus,gender,religion,exceptionalities,language,andsexualorientation.TheCouncilfortheAccreditationofEducatorPreparation(CAEP),identifiestheseidentitygroups,alongwithgeographicregion,initsdefinitionofdiversityandexpectsthatdiversitywillbeapervasivecharacteristicofanyqualitypreparationprogram.Otheridentitygroupsinclude,butarenotlimitedto,age,community,familystatus,institutionalaffiliations,politicalbeliefs,personalitystyles,interests,andabilities.Schooling,especiallypublicschooling,continuestohaveacentralroleineducatingournation'scitizensforlifeinthisdiverseandpluralisticsociety.Choosingtoteachinpublicschoolsmeansacceptingthemoralandethicalresponsibilitiesinherentinbuildingastrongdemocraticrepublic.Inthiscourseyouwillhavemanyopportunitiestoexamineyourbeliefsregardingdiversityandthechallengesofprovidingequitableandfaireducationalopportunitiesforall


• SexualDiscriminationReporting:The University of Maine is committed to making campus a safe place for students. Because of this commitment, if you tell a teacher about an experience of sexual assault, sexual harassment, stalking, relationship abuse (dating violence and domestic violence), sexual misconduct or any form of gender discrimination involving members of the campus, your teacher is required to report this information to the campus Office of Sexual Assault & Violence Prevention or the Office of Equal Opportunity. If you want to talk in confidence to someone about an experience of sexual discrimination, please contact these resources: For confidential resources on campus: Counseling Center: 207-581-1392 or Cutler Health Center: at 207-581-4000. For confidential resources off campus: Rape Response Services: 1-800-310-0000 or Spruce Run: 1-800-863-9909. Other resources: The resources listed below can offer support but may have to report the incident to others who can help: For support services on campus: Office of Sexual Assault & Violence Prevention: 207-581-1406, Office of Community Standards: 207-581-1409, University of Maine Police: 207-581-4040 or 911. Or see the OSAVP website for a complete list of services at http://www.umaine.edu/osavp/


Journal Article Review Format

Rubric for Scoring Name: Date: Title and Author of Article/Chapter Reviewed

1. In what way does this information expand your knowledge regarding assessment for children with ASD and their families, or children with severe disabilities? .

2. Based on your current views of children with ASD/severe disabilities, describe how the information you read supports or refutes your beliefs and practices.

3. Explain how you will apply the knowledge you gained from reading the article as you collaborate with team members (including families) to support the needs of children with ASD/severe disabilities.

Additional comments:


Evidence-based Practice (EBP) Review FormatRubric for Scoring

Name: Date:

1. Description of the EBP (4pts), including strengths and weaknesses with references cited (2pts).

2. Critical review of the perceived effectiveness of the EBP, with

references to support the evaluation of effectiveness (2pts).3. Specific profile of a child with ASD who might respond best to

this EBP with an explanation of why (2pts).4. Questions you would pose to help families and other team

members decide whether or not this EBP method is appropriate for a child with ASD (2pts).

5. Comprehensive reference list of all literature cited using APA

style (2pts). Total points: _____/40 points Additional comments:


Interdisciplinary Assessment Profile

Rubric for Scoring Name: Date:

1. The profile will include ways to assess a child’s strengths and challenges including communication (2pts), social interaction and play (2pts) =4 points.

2. The profile will include an assessment of the child’s home and school community, including ecomaps (1pt), which describe the inter-relationships between events and individuals with whom the child interacts. Students will include the supports that are available to the child and family (1pt), and the particular challenges to be faced (1pt) considering the unique assessment profile attained = 3 points.

3. The final section of the assignment will include two components: goals team members have developed for intervention based on the interdisciplinary assessment (1pt), and questions team members might pose for evaluating an intervention program (2pts) = 10 points.

Total points: _____/10 points Additional comments:


Transition Plan Rubric for Scoring

Name: Date:

1. A description of the child and the child’s family, including strengths and challenges (1pt), and identified goals across the areas of play, communication, social interaction, sensory-motor development, and behavior (1pt) = 2 points.

2. A summary of evidence-based practices effectively used in the classroom that support the achievement of the child’s goals (1pt), including an explanation of some innovative ways this information could be shared with the receiving grade/program/school (1pt) = 2 points + 2 bonus points earned if you choose to submit a video of the EBP implementation in the classroom.

3. An outline of the scope and sequence (1.5pts) of the activities that will be implemented through the transition process, including a timeline of events (1.5pts) = 3 points.

4. A process for following-up on the transition (1.5pts) and for evaluating the effectiveness of the transition plan with suggestions for needed modifications (1.5pts) = 10 points.



Critical Review of the Literature on Assessment for Students with ASD/Severe Disabilities

Rubric for Scoring Name: Date:

1. Description of the comprehensive literature search that was performed – including key words used (1pt), databases searched (1pt), a listing of the resulting articles (1pt), and complete references in APA style for the selected articles described in the next bullet point below (1pt) = 4 points.

2. Selection of 10 excellent quantitative research articles relevant to assessment that the student will read and summarize as follows:

a. Discuss the purpose of the study, the study design, participants included, and critical results reported (2pts)

b. Interpret the value of the stated outcomes and relevance for contributing to assessment or intervention practices (2pts)

c. Evaluate any caveats or concerns you have in using the study’s results to inform practice (2pts)

3. Students will use the critical review form for quantitative studies

found at the end of the syllabus to help make a determination for studies with sound research to include as part of the 10 final articles.

4. Students should complete a paragraph for each of the 3 items

(discuss, interpret, and evaluate) for each of the 10 articles – no longer than one page single-spaced for each article



Critical Review Form Quantitative Studies

REFERENCE

REVIEW

STUDY PURPOSE: Was the purpose clearly stated? ______Yes ______No

Outline the purpose of the study (i.e., study objective or aim)

LITERATURE: Was relevant background literature reviewed? ______Yes ______No

Describe the justification of the need for this study in 3-4 key points.

DESIGN: ______Randomized ______Cohort (population-based) ______Before and after ______Case-control ______Cross-sectional (1+group at 1 point in time) ______Single case design ______Case study

Describe the study design. Can the author answer the study question with the study design?


______Other ___________________________________ SAMPLE SIZE N= Was sample size justified? ______Yes ______No ______N/A

Sample description (e.g., age, gender, diagnosis, other characteristics) How was the sample identified? Was it a representative sample? If there were more than one group, was there similarities and differences between the two groups? Describe. Was informed consent obtained?

OUTCOMES:

Specify the frequency of outcome measurement (i.e., pre, post, follow-up). Outcome areas (e.g., self care, productivitiy) List measures used (e.g., Sensory profile, assessment tool) Reliability and validity? Describe.

INTERVENTION: Intervention was described in detail? ______Yes ______No ______Not addressed

Provide a short description of the intervention including type of intervention, who delivered it, how often and in what setting.


RESULTS: Results were reported in terms of statistical significance? ______Yes ______No ______NA ______Not addressed Importance of results discussed? ______Yes ______No

What were the results? Outcomes->Results->Statistical Significance Explain. What is the importance of the results?

CONCLUSIONS AND IMPLICATIONS: The conclusions made by the author were appropriate given the methods and results? ______Yes ______No

What did the author conclude? What were the main limitations of the study as stated by the author and from your point of view? What are the implications of these results on the field of education? What are the implications of these results for your practice?


Training Module Development Rubric for Scoring

Name: Date:

1. Summary of the tool and the psychometric properties, 2-3 pages (2pts),

2. Explanation of the use and value as a screening tool for discriminating children with and without autism, 1 page (2pts),

3. Instructions on administration and scoring, 1-2 pages (2pts),

4. Hypothetical case examples – profiles for one neuro-typical child and for a child with ASD – to help participants understand the tool, 2 pages for each profile (2pts),

5. Ten test questions – five pre-test to assess the participants’ prior knowledge and understanding of the material contained within the module and five post-test to assess the learners’ post understanding of the screening tool. The questions will be multiple-choice and a correct response/rationale for the answer should be provided. Questions can be based on the case studies related to the use of the tool, 2-3 pages (2pts).


sed 556, syllabus, f’16 1 · sed 556, syllabus, f’16 3 course goals purpose the purpose of this...

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