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DESSA-mini Overview - NASP 18
- 1. NASP 2018 Symposium: Alternative Approaches to Assessing Social and Emotional Competence Tried and True: Teacher Completed Behavior Rating Scales
- 2. 3 Rs of Quality Assessment Rigor Reasonableness Relevance
- 3. The DESSA-mini • Completed by Teachers, OST Staff, Parents • Four equivalent 8-item forms • Completed in 1-2 minutes per student; one planning period per class • Yields one score – Social-Emotional Total Score (SET) • Online via Evo SEL & paper and pencil • English, Spanish, Dutch, and Italian
- 5. How Aperture Describes Social and Emotional Skills NB: not a deficit. “Burden” placed on adults to provide instruction.
- 7. d-Ratios < .20 = negligible .20 - .49 = small .50 - .79 = medium > .80 = large Small d Large d
- 9. Relationship Between Academic Achievement and Social-Emotional Competence 38.3 6.4 28.6 12.5 24.7 38.2 8.4 42.9 .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Need Strength %ofStudents DESSA-mini Category % of Elementary Students by PSSA Math and DESSA-mini Categories Advanced Proficient Basic Below Basic 59.0 15.2 18.2 15.9 21.1 48.9 1.7 20.1 .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Need Strength %ofStudents DESSA-mini Category % of Elementary Students by PSSA Reading and DESSA-mini Categories Advanced Proficient Basic Below Basic
- 10. Social-Emotional Competency of Students at the Beginning of School Year and Disciplinary Infractions 23.1% 59.1% 17.8% Social-Emotional Categories (DESSA-mini SET) Fall Baseline Grades K-8 Strength Typical Need These students are 450% (4.5X) more likely to be suspended or expelled by the end of the year Can this change our paradigm from reactive to proactive? Intervention to prevention?
- 12. Minimizing the Minimal Teacher Rater Bias • Teachers are very good observers of student behavior • Problem behavior oriented scales have used for years • Shapiro et al – teacher rater bias accounts for 16% of variance in scores • Can be reduced to 10% through preservice training
- 13. Reasonableness • Time • Training • Not required, but does add value. • On-line webinars, “just in time training” • In-person training • Training infrastructure with certified trainers and local program mentors • Implementation • 1 minute per student for DESSA-mini • 5-8 minutes per student for DESSA
- 14. Reasonableness • Cost • Per student per year cost equivalent to one clinical assessment • Per classroom cost equivalent to a case of copier paper • Scalability • Web-based system
- 15. Relevance • NAEYC –assessment only has value if it leads to an improved outcome for the child. • How do we ensure relevance? • District mission – CASEL framework • NASP Practice Model • Informing practice
- 16. How many ways can this be used? • Prioritize areas for instruction • Form pull-out groups • Create peer dyads • TA/Coaching tool • Program evaluation • Assigning students to classes for the next year • Others?
- 17. DESSA Strategies • Strand 1 Evidence-based and field-tested strategies • Strand 2 – Select strategies from SEL curricula – Second Step, 4 Rs, Caring Classroom Community, Open Circle • Strand 3 – Foundational SEL practices – Learning agreements - Gratitude – Greeting rituals - Movement – Trauma-informed Practices - Student Voice – Peer Coaching
- 18. Applications of DESSA Teachers & School Psychologists • Teachers • Screen & Assess • Guide Selection of Strategies • Enhance SEL Curricula • School Psychologists • Complement deficit oriented assessments • Set Goals and Objectives for pull-out groups • Item Level Analysis to identify targets & strengths • Classroom Consultation Tool
- 19. Paul LeBuffe plebuffe@ApertureEd.com For more information visit: www.ApertureEd.com
Editor's Notes
- I also want to touch briefly on a few key psychometrics. The first that I want to mention is alpha reliability. And this is probably the most basic measure of the reliability of an assessment. We all know that we want an assessment to be reliable, meaning it will give us the same information regardless of who’s completing the rating, the time of day the rating is completed, things like that. So reliability is the extent to which an assessment gives you the same response or information about a child under different conditions. For the alpha coefficient, the standard in the field for a scale like the mini is to have an alpha level of .80 or higher. So you can see on the mini all the alpha coefficients are .91 or higher, so this is a very reliable scale that will give you consistent information about the child.
- In terms of validity (which is the extent to which a test measures what it says it measures), I just want to highlight a psychometric study done to ensure that the DESSA-mini could differentiate between groups who differ on their levels of social-emotional competence. In this study, my colleagues compared the scores received on the 4 forms of the DESSA-mini by children in regular education and children receiving special education services under the Seriously Emotionally Disturbed classification. As you can see, the mean scores received by the two groups of children differed significantly – scores received by children in regular education were all right around 50, while scores received by the SED sample were in the high 30’s, and these differed by more than a standard deviation. You can also see in this table that the d-ratios, or measures of effect size, were all large. This is telling us that the DESSA-mini does a really good job of differentiating children with and without social-emotional disorders. This means you can make very good predications on the mini. So if you have a child who scores low on the DESSA-mini, it means that the child is likely to have some problems if we don’t do anything to support that child.
- Full K-8 DESSA-mini Time 1 sample (N = 9,248): Strength range: 23.1% Typical range: 59.1% Need range: 17.8%