Karen L. Gischlar

Improving Child Outcomes With Data-Based Decision Making: Collecting Data

Ms. Carol is concerned about Dominique, one of the children in her preschool class, who has difficulty interacting appropriately with peers and often engages in aggressive behaviors. Ms. Carol wants to intervene with Dominique and collect data to see how she responds. Similarly, Ms. Kathy is concerned about the early literacy development of one of the children in her class. Jaylen does not seem to be acquiring phonological awareness skills at the same rate as his peers. Ms. Kathy wants to work with him individually and track his progress, but she is not sure how to go about doing this. Another teacher, Mr. Nick, has been working on increasing Trevors participation in activities in his inclusive preschool classroom. However, after 3 months, Mr. Nick is not seeing much improvement in this area, according to his daily class notes. These teachers have similar needs and interests_they wish to intervene with children individually and intentionally and to systematically assess the effects of their efforts to determine whether the children are making adequate progress. Where do they start?

An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model

Data-based decision making by teams is central to implementation of response to intervention (RTI) models. Few studies have examined the actual decision-making process within RTI systems of service delivery. The purpose of this study was to examine the tier assignment decisions for students across grade-level teams in three K–5 elementary schools implementing identical RTI models for reading. Decisions of grade-level teams primarily composed of teachers were compared against the recommendation made by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) universal screening measure during fall and winter assessments across a 2-year period. Results showed teams had high overall levels of agreement with the DIBELS recommendations, especially after Grade 1 and during the winter of each year. When teams initially disagreed with the DIBELS recommendations, increased agreement in the use of data-based decisions was present over time. Implications for the data decision-making process within an RTI model are discussed.

Ethical and Empirical Considerations in the Identification of Learning Disabilities.

The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education test standards. The authors also ask the field to consider the evidence regarding the role of response-to-intervention data and cognitive processing assessment in learning disabilities identification as the field continues its move away from the discrepancy model. The absence of an efficient and accurate method of learning disabilities identification may disproportionately affect children of lower socioeconomic status and minorities who may not be able to access services outside of the public school system. The authors posit that consideration of the issues presented in this article should help raise questions and promote fruitful discussion among researchers and practitioners alike regarding ethical assessment practices in identifying learning disabilities. To the authors’ knowledge, this is the first time that the field has been formally challenged to consider learning disabilities identification procedures in relation to ethical codes and test standards.

Data Display Preference, Acceptability, and Accuracy Among Urban Head Start Teachers

The ability to collect, organize graphically, understand, interpret, and use data to make decisions is becoming more central to the role of early childhood practitioners. One consideration in practitioner use of data is the acceptability of the method of data display. The purpose of this study was to explore Head Start teachers’ preference for and acceptability of four methods of data display. In addition, the authors examined teacher accuracy in using various methods of data display and the relation between acceptability and accuracy. Finally, the authors included teacher educational level to examine its relationship to preference, acceptability, and accuracy. In general, results from the sample of teachers (N = 172) indicate that they had distinct preferences for specific types of data display and that acceptability varied for different methods of display. Furthermore, accuracy of use varied by method of data display, but acceptability did not appear to influence accuracy. Teacher educational level was not statistically related to teacher preference, acceptability, or accuracy. The authors discuss results in the context of the increasing use of graphic displays in early childhood contexts and associated practical implications.

Item Construction Using Reflective, Formative, or Rasch Measurement Models: Implications for Group Work

Measures that accurately capture the phenomenon are critical to research and practice in group work. The vast majority of group-related measures were developed using the reflective measurement model rooted in classical test theory (CTT). Depending on the construct definition and the measure’s purpose, the reflective model may not always be the most appropriate. Two other models, Rasch and formative, present viable alternatives. In this article, we describe reflective, formative, and Rasch models using the examples of group conflict and group facilitation skills. We then provide practical guidelines for construct definition and item writing as they relate to each measurement model.

Assessing and treating low incidence/high severity psychological disorders of childhood /

Assessing and treating low incidence/high severity psychological disorders of childhood / , Assessing and treating low incidence/high severity psychological disorders of childhood / , کتابخانه دیجیتال جندی شاپور اهواز

Juvenile Sex Offender

Sexual abuse of children is a pernicious crime and significant social malady. Sexual victimization of a child by another child can have just as devastating impact on development as if perpetrated by an adult. Because of this adverse impact, appropriate and thorough assessment along with subsequent treatment and close monitoring of treatment progress is vitally important. This chapter furnishes an overview of the childhood sexual offender and reviews important etiological, assessment, and treatment issues for youth sex offenders. Recommendations for future clinical and research endeavors are also presented.

Gender Identity Disorder

History is replete with accounts of individuals who consider themselves a different gender from which their external genitalia indicates. In some societies, these individuals were revered and granted shamanic duties. In others, individuals with gender incongruence have been the subject of scorn if not downright brutality. In this chapter, we review the considerable controversy surrounding the classification and treatment of gender identity disorder (soon to become known as gender incongruence). We also review the literature regarding how gender identity is assessed, specific strategies for intervention, and proposed criteria for the upcoming DSM-V due out in 2013. Above all, we argue for an element of grace and a balance between scientific evaluation and social responsibility.

Observing the Child

Direct observation of a student in the naturalistic environment is used to screen for problems, assess emotional and behavioral functioning, evaluate the classroom environment in the design of interventions, and monitor student performance and progress. Observation, which is required for a child who has been referred for a special education evaluation, takes two primary forms—naturalistic and systematic. Naturalistic observation involves the anecdotal recording of all behaviors occurring, whereas systematic direct observation is conducted under standardized procedures and entails the recording and measurement of specific, operationally defined behaviors. These two approaches are described in greater detail within this chapter, which also includes recommendations for reporting and sample narratives and tables.

Impulse Control Disorders

Historical accounts of individuals with diverse and unusual impulse control difficulties have been described for centuries. Categorization of impulsive control dysfunction as a distinct diagnostic group (impulse control disorder-not elsewhere classified) has been much more recent, and our current knowledge base is still very limited. A description of three impulse control disorders (ICDs) is detailed in this chapter: trichotillomania, kleptomania, and intermittent explosive disorder. With focus on children and adolescents, we review history, etiology, assessment, treatment modalities, and prognosis of these three disorders. Our current lack of understanding of many ICD components in children and adolescents is reiterated throughout this chapter. We argue that ICDs are an important and necessary area for future research to better inform assessment and treatment options for those suffering from an ICD.