Module 5: Start here for the week!

  • Due Feb 4, 2025 at 11:59pm
  • Points _
  • Questions 1
  • Time Limit None

Instructions

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null Module Introduction

Welcome to Module 5 in SPED 470 Special Education Assessment! In this fifth module, we will learn about assessing intelligence and adaptive behavior. Additionally, you will learn how to administer, score, and interpret CBM Oral Reading Fluency Probes and CBM Spelling Fluency Probes. 

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null Module Objectives 

At the end of this module, students will be able to:

  1. Discuss considerations in the assessment of learning aptitude regarding purposes, issues and trends, and current practices. (CO 1, 2, 3, 4, 5, 6)
  2. Give five examples of sources of information about learning aptitude.  (CO 3)
  3. Describe three examples of individual tests of intellectual performance and discuss scoring options for these tests.  (CO 3)
  4. Compare and contrast the Adaptive Behavior Assessment System–Third Edition and the Adaptive Behavior Inventory adaptive behavior measures.  (CO 3)
  5. List and discuss the components of Part One and Part Two in the AAMR Adaptive Behavior Scale-School—Second Edition.  (CO 3)
  6. Explain the purpose and identify domains of the Vineland Adaptive Behavior Scales—Second Edition as other measures of adaptive behavior.  (CO 3)
  7. Give three examples of the types of procedures used in answering the assessment questions related to adaptive behaviors and cognitive skills.  (CO 3)
  8. Discuss reliability and validity issues in approaches to nonbiased assessment of adaptive behavior. (CO 1)
  9. Describe how to conduct reading CBM.  (CO 2, 3, 4, 6)
  10. Describe how to conduct spelling CBM.  (CO 2, 3, 4, 6)

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null  Module Activities 

Below is an outline of the items for which you will be responsible throughout the module.

Task Activity Due Date Module Learning Objective Alignment
Read/Watch

Complete the following early in the week.

Read:

  1. Chapter 7 and 8 from Kritikos, E. P., McLoughlin, J. A., & Lewis, R. B. (2018). Assessing students with special needs (8th). New York: Pearson.
  2. Chapters 4 & 5 from Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.).  New York: Guilford Press.

Watch:

  1. Controversy of intelligence: Crash course psychology #23 
  2. CBM Oral Reading Fluency Probes
  3. Overview of curriculum-based measurement and rate of improvement in reading
  4. Reading CBM administration, scoring, and interpretation
  5. CBM Spelling Fluency Probes
 Wednesday-Sunday 1-10
Participate
  • Attend the weekly Zoom meeting.
 Thursday 1-10
Discuss
  • Class Discussion: Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your initial post NLT 23:59 PST on Wednesday. Successful participation in this discussion will be possible after you have completed the Read/Watch tasks described above in this list of Module 1 Activities.
 Wednesday 1
Submit
  • Quiz - Chapter 7 Kritikos et al. textbook: Submit NLT 23:59 PST on Wednesday.
  • Quiz - Chapter 8 Kritikos et al. textbook: Submit NLT 23:59 PST on Wednesday.
  • Submit your CBM Oral Reading Fluency Probes assignment NLT 23:59 PST on Sunday.
  • Submit your CBM Spelling Fluency Probes assignment NLT 23:59 PST on Sunday.
  Wednesday and Sunday 1-10

 

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