This document outlines alternative assessment tools for students with complex disabilities, emphasizing a collaborative team approach and evidence-based practices. It provides insights on instructional support, assistive technology, and dynamic assessment for identifying academic skills acquisition in students with severe disabilities. A comprehensive evaluation process is advocated, incorporating various assessment methods and the involvement of a diverse team of professionals.

1. Alternative Assessment Tools for Students with Complex Disabilities Lynn V. Marentette Sp.A. NCSP Union County Public Schools Psychology Department Presentation 5/22/09

2. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Evidence Based Practices for Students with Severe Disabilities Diane M. Browder, UNC Charlotte Fewer than 10% of studies with students with severe disabilities have focused on academics (Nietupski, Hamre-Nietupski, Curtin, & Shrikanth, 1997) Several studies show Ss with severe MR learned sight words (Browder & Xin, 1998) At least 10 studies show Ss with severe MR learned math skills of time; money (Browder & Grasso, 1999) Instructional Support for Acquisition of Target Responses Systematic prompting with feedback used extensively in research with students with severe disabilities (Review by Ault, Wolery, Doyle, & Gast, 1989) Features include Specific prompts Method to fade prompting Specific feedback/ reinforcement for corrects Method for error correction

3. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Evidence Based Practices for Students with Severe Disabilities Diane M. Browder, UNC-Charlotte Use of Assistive Technology Can be used to acquire symbol use (e.g., meaning of pictures or words)(Kozleski, 1991) May decrease problem behavior (Horner et al., 1990) May increase peer interaction; turn taking (Hunt et al., 1991) Research on the alignment of Alternative Assessment Currently conducting comprehensive literature reviews on acquisition of academic skills by students with moderate and severe disabilities Have found 190 studies to date; 47 with students with severe cognitive disabilities There is emerging evidence that this population can acquire academic skills Limitation in types of academic skills addressed- mostly sight words and money

4. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Extended Standard Example (K): The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Demonstrate sense and sequence of story Connect own experience to text (prior knowledge) Anticipate event in text Fantasy in text Explore and respond to different forms of text Follow oral-graphic directions.

5. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH NC EXTENDS – SYMBOLIC ACCESS POINTS ENG/Lang Arts K http://www.dpi.state.nc.us/curriculum/ncecs Demonstrate the ability to recognize common printed words or pictures. Demonstrate ability to track print. Relate letters to sounds. Demonstrate understanding of commonly used environmental symbols. Attempt to read simple patterned, decodable or predictable text Interact daily with self-selected text

6. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH NC EXTENDS – EARLY SYMBOLIC ACCESS POINTS ENG/Lang Arts K http://www.dpi.state.nc.us/curriculum/ncecs Demonstrate attention to the reader and the text. Explore the differences among letters (alphabet), symbols, pictures, and environmental print. Interact with simple patterned, decodable or predictable text. Choose and explore books for reading.

7. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH NC EXTENDS – PRE-SYMBOLIC ACCESS POINTS ENG/Lang Arts K http://www.dpi.state.nc.us/curriculum/ncecs Demonstrate a response to voice and/or sounds within a literacy context Demonstrate a response to the visual text

8. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH NC EXTENDS – DEMONSTRATORS Communicate or Demonstrate Understanding : At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with a understanding of properties. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation. Demonstrate Knowledge : Demonstrating knowledge requires active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept. Demonstrate Awareness: Demonstrating awareness through repeated exposure to materials and their use at a functional level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, to action of a specific result with the materials through eye gaze and attention, through movements, or through expression?

9. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH NC EXTENDS –Indentify/Indicate Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc). Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student’s mode of communication (verbal, eye gaze, switch, picture communication, etc).

10. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Collaborative Team Approach to Evaluation Overview : Evaluation Components Components of assessment approaches used by team members (current team or previous evaluation teams) – OT, SLP, PT, E.C. Components of assessments conducted outside of school: Neuropsychological, neurological, psychiatric, genetic, OT/PT/SLP, SSI, Vocational Rehab, DD, Early Childhood

11. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Evaluation Approaches Traditional vs. Dynamic Assessment SETT Model Functional Developmental NC Extends

12. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH School OT School PT E.C. Teacher Parents Extended Family CAP worker Caregivers Regular Ed Special Area CTE Admin. Speech/ Language Pathologist School Psychologist Medical and Related Health Student Classroom/School Home History

13. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Essential Steps Gather all people involved in the evaluation process ASAP and conduct a thorough review of records. (Divide and share approach speeds up this process.) Have parent sign release of information forms (multiple school districts, neurological, psychiatric, early intervention, community agencies, vocational rehabilitation, etc.) in order to gather missing information Get out a calendar: Decide who does what, by when, and make sure everyone on the team has a copy of this information Have a checklist of all possible assessment tools, strategies, observation checklists, rating scales, assessment materials and tests that might be needed Decide what components require two (or more) people at the same time, ie SLP and teacher, SP and EC teacher Decide when and if assistive technology or aug-com devices might be needed (OT/PT/SLP). Also include educational technology applications that might be useful.

14. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH School Psychologist Contributions Understanding of child and adolescent development Understanding of RTI approaches that can be translated to assessment process for these students Strength-based, solution-focused assessment skills Observation skills, across settings Access to a wide range of assessment tools to support a “cross-battery” approach to assessment if needed.

15. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Never say never. Try to use standardized test batteries to see what student can do that is similar to same-age peers. Adapted Assessment- note what you did and the rationale behind your decisions in your report, and reference this with activities the student can do in school and at home. Cross battery items so you assess a student using subtests that minimize the impact of the student’s ability on performance: Block designs, puzzles, picture vocabulary, visual memory on RIAS, auditory processing, phonological processing, spatial reasoning, “hands-on” Adapt materials Enlarge Reduce number of choices ie: 6 to 4, 4 to 2, etc. Select real photographs that correspond with line-drawings Adapt instructions, provide additional demonstrations to see if the student can learn the “set

16. RIAS, DAS, BRACKEN, WISC-IV, Stanford-Binet Components Adapt for use on computer Adapt for use on interactive whiteboard – easier for students who might be able to use eye-gaze strategies Adapt for use on eye-gaze, switches Work closely with your team, they might have great tools!

17. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH CONSIDER NEUROPSYCHOLOGICAL EVALUATION COMPONENTS : What’s in your toolbox? Intelligence Problem solving and conceptualization Planning and organization Attention, memory, and learning Language Academic skills Perceptual and motor abilities Emotions, behavior, and personality Also: Adaptive and functional skills Prevocational-related skills

18. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Dynamic Assessment Dynamic assessment is an ongoing interactive and dynamic team process that happens over time It is easy to prove what a child can NOT do through the use of standardized tests. Standardized tests may not be helpful or really give you a clear indication of what the child knows Adapted from Linda Burkhart’s materials: http://www.lburkhart.com http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf

19. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH DYNAMIC ASSESSMENT Adapted from Linda Burkhart http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf Children with severe, multiple and complex challenges may need to learn specific communication and motor strategies first, in order to be able to demonstrate cognitive and language understanding in a testing situation: Child may understand and have knowledge but not have the motor or communication skill to demonstrate it A child who does not point might be able to use their eyes, press a switch, or move an object to make a response.

20. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH DYNAMIC ASSESSMENT Adapted from Linda Burkhart Find out what the student can do successfully and build on that Determine the purpose or goal of a particular activity from the adult’s perspective and from the child’s perspective - so both know the purpose of the activity Intervene - Observe - Adjust Intervention - Observe (repeat) (MEASURE!) Provide moderate changes within a natural context and observe results

21. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH DYNAMIC ASSESSMENT Adapted from Linda Burkhart Decide what you want to find out and what might help you find that out What facilitates function, and what inhibits function in each aspect of a task, such as: motor skills, vision, hearing, attention, language processing, initiation, expressive communication, interaction, motivation, problem solving, state, and sensory processing Adult provides supports and scaffolds to determine possibilities Pay close attention to child’s sense of competence and feelings of control and choice within the activity

22. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH SETT S tudent, E nvironment, T asks, T ools Start with the students abilities and needs Then look at the environments and available supports in that environment Next look at the tasks the child will need to perform in each environment Look at the features of technology: “light tech” to “high tech” needed to meet these requirements Focus on not ability to use a particular device (ex: interacting with people) http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf

23. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH

24. Does the student use or need Aug-Com and A.T.?

25. How is progress measured currently?

26. What can the student do with classroom materials?

27. What does the student do with math?

28. What materials can you use for alternative assessments?

29. What materials can you use for alternative assessments?

30. What materials can you use for alternative assessments?

31. What materials can you use for alternative assessments?

32. What materials can you use for alternative assessments?

33. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH Resources Karen Ericson, Director, Center for Literacy and Disability Studies, UNC School of Medicine, Department of Allied Health Sciences Diane M. Browder, UNC Charlotte Evidence-Based Practices for Students with Severe Disabilities Project Converge Don Johnson: MEville to WEville Start to Finish Literacy Starters Write from the Start with Alternative Pencil http://www.med.unc.edu/ahs/clds/files/Alt%20Pencil%20Order%20UPD.pdf Alphabet eye gaze NC Augmentative Communication Association http://www.ncaca.info/ North Carolina Assistive Technology Association http://www.ncatp.org/

34. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH TACTUAL BOOKS “ LetsDoPlants” http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/LetsDoPlantsDirections.pdf A Person or a Plant? (Deaf/Blind) http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/PersonOrPlantDirections.pdf Shop Til I Drop http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/PersonOrPlantDirections.pdf A Butterfly is Born http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/ButterflyIsBornDirections_000.pdf I Made a Frog http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/MadeFrogDirections_000.pdf Snowballs in the Desert http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/SnowballsInDesertDirections_000.pdf Down in the Dumps http://www.med.unc.edu/ahs/clds/files/tactual-book-kits/DownInDumpsDirections_000.pdf

35. Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH KEY POINTS Collaborative Team Approach to Evaluation Thorough Review of History Dynamic Assessment, strength-based assessment Use of photographs, digital video, home, school, and community “ RTI” approach – ongoing intervention, tweaking, monitoring Cross-battery, neuropsych approaches Environment, Activities, Materials, Instruction “ Goodness of Fit”