By Sharon Wynne
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Extra resources for AEPA Special Education: Emotional Disabilities 24
Multiple baseline designs may also be used with single-subject experiments where: • • • The same behavior is measured for several students at the same time. An example would be observing off-task or out-of-seat behavior among three students in a classroom. Several behaviors may be measured for one student. The teacher may be observing call-outs, off-task, and out-of-seat, behavior for a particular child during an observation period. Several settings are observed to see if the same behaviors are occurring across settings.
Interpretation of these tests should be done with the issues of reliability and validity. A popular example of this type of test for use with children is the PIC. o Personality Inventory for Children (PIC) was designed specifically for evaluating children. The parent completes the true/false items, and three validity scales are included to determine the “truthfulness” of the responses. Thirteen of the thirty scales are considered the “profile scales”, with the first three—adjustment, achievement, and intellectual screening, considered the “cognitive triad”.
Thirteen of the thirty scales are considered the “profile scales”, with the first three—adjustment, achievement, and intellectual screening, considered the “cognitive triad”. INTERPRET THE RESULTS OF FORMAL/INFORMAL PROCESS ASSESSMENTS Formal process assessments tend to center around language reception and expression, which is crucial to school success. Language assessments may measure any or all of these five components: • • • • Phonology- involves aural discrimination of speech sounds and the articulation of those sounds into words.
AEPA Special Education: Emotional Disabilities 24 by Sharon Wynne