Standard 22: Individual Evaluation and Assessment

Candidates are well versed in a variety of assessment methods, including formal and informal test administration, behavioral assessment, interview, ecological or environmental assessment, as well as assessment methodologies to define a student's problems and needs, to assess current status, and to measure the effects of the problems-solving process. Candidates also understand contextual influences on outcomes, such as: (a) personal attributes of the pupil; (b) types of aptitude; and (c) community, cultural, gender, and language influences, and (d) classroom climate and instructional practices. Candidates understand how to use assessment information in a problem solving process and are able to convey findings in an articulate way to a diverse audience. Candidates are able to use data-based decision making to improve outcomes for instruction, development of cognitive and academic skills, and the development of life competencies. Candidates also demonstrate an understanding of the process and procedures identified in federal and state laws related to special education services, such as the Individuals with Disabilities Education Act (IDEA).

1. Data-based Decision Making

Candidates effectively use. and collect data for decision making in individual assessments and in program evaluation through coursework in:

*Psychology 278 - Intervention and Prevention
  o Functional Behavior Assessment and Observation System - Pg, 4
  o Single-case Design in school/Data collection/Graphing - Session 4
Psychology 279 - Consultation and Supervision
  o Problem Identification/Case Update - Session 7
  o Behavior Assessment and Interventions/Graphing Behavior Data - Session 8
Psychology 287 – Practicum in School Psychology
  o Observations Each Semester - 1st Year/ Fall Semester
  o Observations Each Semester - 1st Year/ Spring Semester
  o Observations Each Semester - 2nd Year/ Fall Semester
  o Observations Each Semester - 2nd Year/ Spring Semester
*Psychology 286 - Instructional Consultation and Intervention
  o Progress Monitoring Setting Goals - Session 6
Psychology 285 - Assessment of Learning and Developmental    Problems
Psychology 267 - Internship in School Psychology
  o Assessment Report and Intervention Project - Pg, 18 - Spring Semester

2. Linking Assessment to Intervention

Candidates show that they can use assessment information in order to define, understand, and solve educational problems and to evaluate problem-solving strategies for accountability purposes through coursework in:

*Psychology 278 - Intervention and Prevention
  o Single-case Design in school/Data collection/Graphing - Session 4
  o Intervention Integrity/Intervention Evaluation - Session 3
*Psychology 286 - Instructional Consultation and Intervention
  o Reading Decoding - Session 9
  o Fluency - Session 10
  o Reading Comprehension - Session 14
*Psychology 284 - Assessment of Intellectual Abilities
  o Learning Objectives - 1-8
  o Issues in Assessment - Session 5
  o Report Writing - Session 9
Special Education Eligibility - Session 5
TI and Tier 1 - Session 24
TI-tier 2 & 3 - Session 26
Making instructional and accountability Decisions - Session 27
Psychology 267 - Internship in School Psychology
  o Assessment Report and Intervention Project - Pg, 18 - Spring Semester

3. Ecologically valid individual assessments

Candidates conduct ecologically valid individual assessments of pupils from preschool through high school in all areas of functioning (cognitive, developmental, psychomotor, academic, social and emotional development) through coursework in:

*Psychology 282 - Cognitive and Behavior Therapy
  o Practicum Experience #4 - Pg, 3
Psychology 286 - Instructional Consultation and Intervention
  o PreReading Skills: Print and Phonemic Awareness - Session 8
  o Reading Decoding - Session 9
  o Fluency - Session 10
  o Direct Assessment of Academic Skills - Session 5
*Psychology 284 - Assessment of Intellectual Abilities
  o Learning Objectives - 1-8
  o Issues in Assessment - Session 5
  o WISC-IV - Session 6,8
  o Report Writing - Session 9
  o Test Review: Wide Range Assessment of Memory and Learning - 2 (WRAML) – Sessions 12,13
  o WJ-III - Sessions 14,15
  o DAS-2 - Sessions 16,17
  o Ethnic Minority Students/ELL – Session 18
  o Unit N&G 9 - Session 19
  o Unit Sattler 18 - Session 20
  o CTONI - Session 21
  o Exam 2 - Session 22
  o Adaptive Behavior - Session 23
Adaptive functioning and Behavior Problems in relation to level of education in children and adolescents with intellectual disability. Journal of Intellectual Disability Research - Session 24
  o Adaptive Behavior Scale - Session 25
  o MR eligibility - Session 26
Processing, RTI, and SLD BP 17,41 - Session 27
  o Preschool Assessment - Session 28
*Psychology 285 - Assessment of Learning and Developmental Problems
  o Entire Course
Psychology 267 - Internship in School Psychology
Assessment Report and Intervention Project - Pg, 18 - Spring Semester

4. Empirically Based Interventions

Candidates demonstrate skills in making decisions about appropriate interventions based on systematically collected assessment data through coursework in:

*Psychology 278 - Intervention and Prevention
  o Functional Behavior Assessment - Pg,4
  o Single-case Design in school/Data collection/Graphing - Session 4
  o Intervention Integrity/Intervention Evaluation - Session 3
  o Behavior Intervention Case Management (BICM) Training - Lecture 1 Functional
Analysis/Hughes Bill/FBA - Session 6
*Psychology 286 - Instructional Consultation and Intervention
  o Interventions - Session 4
  o Direct Assessment of Academic Skills- Session 5
Psychology 285 - Assessment of  Learning  and  Developmental Problems
  o CBM math (1): early numeracy-Session 13
  o CBM math (2): computation and application 14
  o CBM writing- Session 18
  o RTI and Tier 1 - Session 24
  o RTI-tier 2 & 3 - Session 26
  o Making instructional and accountability Decisions - Session 27
Psychology 267 - Internship in School Psychology
  o Intervention Project - Fall/Spring Semesters

5. Progress Monitoring

Candidates assess the progress of individual pupils to determine the effectiveness of instructional and behavioral interventions through coursework in:

*Psychology 278 - Intervention and Prevention
  o Group Contingencies/Classroom Management/Token Economics -Session 8
*Psychology 286 - Instructional Consultation and Intervention
  o Direct Assessment of Academic Skills - Session 5
  o Progress Monitoring Setting Goals - Session 6
Psychology 285 - Assessment of Learning and Developmental Problems
TI and Tier 1 - Session 24
TI-tier 2 & 3 - Session 26
Making instructional and accountability Decisions - Session 27
*Psychology 267 - Internship in School Psychology
  o Intervention Project Pg, 18- Fall Semester

6. IEPs

Candidates demonstrate knowledge of and skills in the IEP Team process through coursework in:
 
*Psychology 277 - Role and Function of the School Psychologist
  o Roles: Academic Assessment - Session 12
  o Roles: Academic Assessment - Session 13
  o Special Education Law - Session 22
*Psychology 287 - Practicum in School Psychology
  o IEP Meetings - Session 11 - 2nd Year/Fall Semester
  o IEP practice: Providing information on parent rights and explaining results with a normal curve - Session 3 - 2nd Year/Spring Semester
  o Mini Paper - 1st Year/Fall Semester

7. Classroom Ecology

Candidates demonstrate knowledge about ecological influences on pupil cognitive, motivational, and social characteristics that affect classroom performance through coursework in:

Psychology 277 - Role and Function of the School Psychologist
  o Roles: Assessment of Adaptive Behavior - Session 11
  o Roles: Academic Assessment - Session 12
  o Roles: Academic Assessment - Session 13
Psychology 282 - Cognitive and Behavior Therapy
  o Attention-Deficit Hyperactivity Disorder - Session 6
  o Behavior Assessment System for Children - Session 3
*Psychology 286 - Instructional Consultation and Intervention
Direct Instruction - Session 15
Classwide Peer Tutoring - Session 21
Psychology 284 - Assessment of Intellectual Abilities
  o Issues in Assessment- Session 5
  o Ethnic Minority Students/ELL - Session 18
  o Adaptive Behavior - Session 23
  o Adaptive Behavior and behavior problems in relations to level of education in children and adolescents with intellectual disability. Journal of Intellectual Disability Research, 49, 672-681 - Session 24
  o Adaptive Behavior Scale - Session 25
*Psychology 285 - Assessment of Learning and Developmental Problems
Assessment in context: assessment in an ecological model - Session 2

8. Academic Interventions

Candidates use assessment information to evaluate educational interventions and to modify them as needed through coursework in:

*Psychology 286 - Instructional Consultation and Intervention
  o PreReading Skills: Print and Phonemic Awareness - Session 8
  o Reading Decoding - Session 9
  o Fluency - Session 10
  o Reading Comprehension - Session 14
Psychology 285 - Assessment of Learning and Developmental Problems
RTI and Tier 1 - Session 24
TI-tier 2 & 3 - Session 26
Making instructional and accountability Decisions - Session 27

9. Functional behavioral assessment

Candidates demonstrate skills in conducting functional behavioral assessment through coursework in:

*Psychology 278 - Intervention and Prevention
  o Functional Behavior Assessment - Pg, 4
Psychology 286 - Instructional Consultation and Intervention
  o Instructional environment and Direct Assessment of Academic
Skills- Session 3
Psychology 288 - Applied Behavior Analysis
  o Learning Objective- 4
  o Reading List Conducting Functional Behavior
Assessments #14,15. Pg, 6
  o Functional Assessment - Session 10,11
Psychology 267 - Internship in School Psychology
  o Intervention Project - Pg, 18 - Spring Semester

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