BRIGANCE - Inventory of Early Development II

Transcription

Inventory
of Early
Development II
TABLE OF CONTENTS
Page
Introduction
Overview. .............................................................................................. 7
BRIGANCE® Special Education System.................................................... 8
Program Decisions................................................................................... 9
Step-by-Step Assessment Procedures
Step 1: Get Ready for Assessment........................................................ 11
Step 2: Conduct the Assessment.......................................................... 17
Step 3: Record Results in the Record Book............................................ 20
Step 4: Analyze Results......................................................................... 22
Step 5: Identify Next Steps.................................................................... 24
Evaluating Students with Special Considerations
Bilingual and Non-English-Speaking Students....................................... 27
Students with Exceptionalities............................................................... 27
A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS..... 33
Page
MILESTONE SKILLS BY DEVELOPMENTAL AGE LEVEL
Overview............................................................................................ 388
Developmental Age Level—Birth to One Year..................................... 389
Developmental Age Level—One Year to Two Years............................. 391
Developmental Age Level—Two Years to Three Years.......................... 393
Developmental Age Level—Three Years to Four Years......................... 395
Developmental Age Level—Four Years to Five Years............................ 398
Developmental Age Level—Five Years to Six Years............................... 400
Developmental Age Level—Six Years to Seven Years........................... 403
APPENDICES
Appendix A—Teacher’s/Observer’s Rating Form for
Academic Readiness ...................................................................... 407
Appendix B—Correlation of BRIGANCE Readiness Activities to the
Inventory of Early Development II................................................... 408
Appendix C—History and Acknowledgments ....................................... 418
Appendix D—References ...................................................................... 421
B PHYSICAL DEVELOPMENT: GROSS-MOTOR SKILLS . ..................... 51
C PHYSICAL DEVELOPMENT: FINE-MOTOR SKILLS ........................... 83
E ACADEMIC/COGNITIVE: LITERACY................................................ 178
F ACADEMIC/COGNITIVE: MATHEMATICAL CONCEPTS.................. 273
G DAILY LIVING.................................................................................. 326
H SOCIAL AND EMOTIONAL DEVELOPMENT................................... 362
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BRIGANCE Inventory of Early Development II
®
BRIGANCE IED II • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
Table of Contents
Table of Contents
D LANGUAGE DEVELOPMENT.......................................................... 114
TABLE OF CONTENTS—Assessments
Page
A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS.....33
C PHYSICAL DEVELOPMENT: FINE-MOTOR SKILLS ...........................83
Assessments
A-1
Supine Position Skills and Behaviors........................................35
A-2 Prone Position Skills and Behaviors.........................................38
A-3 Sitting Position Skills and Behaviors........................................41
A-4 Standing Position Skills and Behaviors....................................44
Assessments
C-1
General Eye/Finger/Hand Manipulative Skills...........................85
C-2 Block Tower Building..............................................................92
C-3
Prehandwriting......................................................................95
C-4
Draws a Person......................................................................99
C-5 Copies Forms.......................................................................101
C-6 Cuts with Scissors................................................................104
Comprehensive Skill Sequences............................................................47
B PHYSICAL DEVELOPMENT: GROSS-MOTOR SKILLS . .....................51
Assessments
B-1 Standing................................................................................53
B-2
Walking.................................................................................56
B-3 Stairs and Climbing................................................................59
B-4 Running.................................................................................61
B-5 Jumping.................................................................................63
B-6
Hopping.................................................................................66
B-7
Kicking...................................................................................68
B-8
Balance Beam........................................................................70
B-9
Catching................................................................................72
B-10 Rolling and Throwing.............................................................74
Comprehensive Skill Sequences............................................................77
Supplemental Skill Sequences..............................................................81
Comprehensive Skill Sequences..........................................................108
Supplemental Skill Sequences............................................................112
D LANGUAGE DEVELOPMENT..........................................................114
Assessments
D-1
Prespeech Receptive Language.............................................118
D-2 Prespeech Gestures..............................................................121.
D-3 Prespeech Vocalization.........................................................123
D-4 General Speech and Language Development........................126
D-5 Length of Sentences.............................................................134
D-6
Personal Data Response.......................................................135
D-7 Verbal Directions..................................................................138
D-8 Picture Vocabulary................................................................143
D-9a Body Parts (Receptive)..........................................................146
D-9b Body Parts (Expressive).........................................................148
D-10 Colors .................................................................................150
D-11 Classifying............................................................................154
D-12 Use of Objects......................................................................158
D-13 Repeats Numbers.................................................................161
D-14a Sentence Memory (With Picture Stimuli)...............................162
D-14b Sentence Memory (Without Picture Stimuli)..........................164
D-15 Plural s and -ing, Prepositions, and Irregular Plural Nouns.....167
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Page
Page
E ACADEMIC/COGNITIVE: LITERACY................................................178
F ACADEMIC/COGNITIVE: MATHEMATICAL CONCEPTS..................273
Assessments
E-1 Response to and Experience with Books...............................182
E-2a Visual Discrimination (Forms and Uppercase Letters).............189
E-2b Visual Discrimination (Lowercase Letters and Words)............192
E-3 Identifies Common Signs......................................................195
E-4 Identifies Rhymes.................................................................200
E-5
Recites Alphabet..................................................................205
E-6 Identifies Uppercase Letters..................................................206
E-7 Identifies Lowercase Letters..................................................208
E-8 Prints Uppercase Letters in Sequence....................................210
E-9 Prints Lowercase Letters in Sequence....................................211
E-10 Prints Uppercase Letters Dictated..........................................212
E-11 Prints Lowercase Letters Dictated..........................................214
E-12 Prints Personal Data.............................................................216
E-13 Auditory Discrimination........................................................218
E-14 Identifies Blended Words......................................................220
E-15 Identifies Beginning Sounds.................................................226
E-16 Matches Beginning Sounds and Letters with Pictures............231
E-17 Identifies Blended Phonemes................................................234
E-18 Substitutes Beginning Consonant Sounds.............................237
E-19 Substitutes Short-Vowel Sounds...........................................242
E-20 Substitutes Long-Vowel Sounds............................................245
E-21 Reads High-Frequency Words...............................................248
E-22 Reads Color Words...............................................................249
E-23 Reads Number Words...........................................................250
E-24 Reads Common Signs..........................................................251
E-25a Reads Passages at Preprimer Level—Forms A and B ............254
E-25b Reads Passages at Primer Level—Forms A and B...................257
E-25c Reads Passages at First-Grade Level—Forms A and B............260
E-25d Reads Passages at Second-Grade Level—Forms A and B.......263
E-26 Prints Simple Sentences........................................................265
E-27 Quality of Printing................................................................266
E-28 Word Recognition Grade Placement Test—
Form A and Form B..............................................................270
Assessments
F-1 Number Concepts................................................................275
F-2 Counting.............................................................................277
F-3 Reads Numerals...................................................................280
F-4 Numeral Comprehension.....................................................283
F-5
Ordinal Position....................................................................286
F-6 Writes Numerals in Sequence...............................................288
F-7 Writes Following and Preceding Numerals............................291
F-8
Writes Numerals Dictated.....................................................292
F-9
Addition Combinations........................................................295
F-10 Subtraction Combinations....................................................299
F-11a Money (United States)..........................................................302
F-11b Money (Canada)..................................................................305
F-12 Time....................................................................................308
F-13 Shape Concepts...................................................................313
F-14 Quantitative Concepts..........................................................316
F-15 Directional/Positional Concepts............................................319
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Table of Contents
Page
Page
Page
G DAILY LIVING..................................................................................326
H SOCIAL AND EMOTIONAL DEVELOPMENT...................................362
Assessments
Self-help Skills
G-1 Feeding/Eating.....................................................................328
G-2
Undressing...........................................................................333
G-3 Dressing...............................................................................335
G-4 Unfastening.........................................................................338
G-5 Fastening.............................................................................340
G-6 Toileting...............................................................................342
G-7 Bathing................................................................................345
G-8
Grooming............................................................................348
Independent Living Skills
G-9 Knows What to Do in Different Situations............................351
G-10 Knows Function of Community Helpers................................353
G-11 Knows Where to Go for Services..........................................355
Assessments
H-1 General Social and Emotional Development.........................364
H-2 Play Skills and Behaviors.......................................................371
H-3 Initiative and Engagement Skills and Behaviors.....................377
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Table of Contents
Table of Contents
Introduction
The BRIGANCE® Diagnostic Inventory of Early Development II, or IED II, is a
comprehensive collection of valid, reliable, and well-researched
developmental assessments for students from birth to developmental age 7.
The IED II produces a complete range of information on a student’s progress
through distinct developmental skill sequences performed in real-life
everyday conditions.
The IED II is designed to meet the requirements of programs serving students
with special needs. The assessments are based on developmental skills and
behaviors and curricular objectives, allowing teachers to determine a
student’s present level of performance and accurately pinpoint individual
areas of strength and need. Teachers can then identify a sequence of
instructional objectives for planning developmentally appropriate instruction,
for writing IEPs, and for individualizing ongoing assessment and progress
monitoring.
Assessments in the IED II cover a broad sampling of a student’s skills and
behaviors. The key skill areas of the IED II are aligned to state and national
guidelines and include:
• Physical Development
• Language Development
• Literacy
• Mathematical Concepts
• Daily Living
• Social and Emotional Development
The following key features of the IED II facilitate identifying steps for skill
mastery and instructional planning.
• The Record Book provides a record-keeping and tracking system that is
ongoing, specific, graphic, and easily interpreted.
• The Milestone Skills by Developmental Age Level section organizes
key developmental skills by developmental age, providing a snapshot
of a student’s development across skill areas.
• Comprehensive Skill Sequences list intermediate skills, enabling
teachers to show progress for every student.
• Supplemental Skill Sequences provide additional skills to illustrate
progress.
• Assessments include prewritten IEP objective statements.
The IED II helps special education teachers and administrators to:
• satisfy requirements that programs provide ongoing developmental
assessment throughout the academic year.
• meet inclusion goals by determining present level of performance
(PLOP) or present levels of academic and functional performance
(PLAAFP), areas of strength and need, and instructional objectives.
• provide information from multiple sources—teachers, parents, and direct
assessment, including analysis of student’s work and performance.
• provide an appropriate assessment system that aligns with specific
curriculum and that provides a means for gathering data on the
student’s progress.
• track and report individual and group progress online (Annual
subscription rates apply.) at www.BRIGANCE.com.
• support a referral for further evaluation or special services or to confirm
a diagnosis.
Although primarily used as a criterion-referenced measure, key developmental
assessments in the IED II also have been standardized and validated on children
birth to age 7. If you wish to derive quotients, percentiles, and grade and ageequivalents, see the IED II Standardized and the accompanying Standardized
Record Book available from Curriculum Associates, LLC.
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®
Overview
Introduction
Overview
BRIGANCE® Special Education System
The BRIGANCE® Inventory of Early Development II, or IED II, is a component
of the overall BRIGANCE Special Education System developed to help special
educators determine present level of performance, administer targeted
ongoing assessment, measure progress, and plan instruction.
The assessments in the IED II are organized by the following skills, which are
reflected in state and national standards.
• Physical Development (preambulatory, gross-, and fine-motor skills)
• Language Development
• Literacy
• Mathematical Concepts
• Daily Living
• Social and Emotional Development
3. Comprehensive Inventory of
Basic Skills II (CIBS II)
Comprehensive
Inventory of
Basic Skills II
The assessments in the CIBS II are organized
into two volumes: CIBS II Reading/ELA and
CIBS II Mathematics. These new editions
(2010 copyright) incorporate a broad set
of assessments in key academic skill areas
reflected in state and national standards.
Reading • ELA
Comprehensive
Inventory of
Basic Skills II
Mathematics
4. CIBS II Standardized
The complete BRIGANCE Special Education System includes:
Reading, writing, and math standardized
assessments are combined in one convenient
inventory for easy administration. The
Standardization and Validation Manual
includes demographic information on
2010 restandardization and updated tables.
Comprehensive
Inventory of
Basic Skills II
Standardized
1. Inventory of Early Development II (IED II)
Inventory
of Early
Development II
5. Transition Skills Inventory (TSI)
2. IED II Standardized
Standardized assessments from the IED II are
combined in one inventory for ease of use.
Validation information is included in the IED II
Standardization and Validation Manual.
Inventory
of Early
Development II
Standardized
With comprehensive assessments focused on
post-secondary education, employment,
independent living, and community participation
skills, the new TSI supports IEP writing and
progress monitoring for middle- and high-school
students and makes it easy to address IDEA
requirements for transition planning.
6. Online Management System
Transition Skills
Inventory
My Students I Group Reports I IEP Resources I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Management System
Calvin Baldwin
Student ID
0000004
edit student information
Student Status
I
Record Book
I
Observations
I
Reports
I
Family Connection
I
Birth Date
Class
06/10/1999
Mason
Change Inventory
Choose an Inventory
How Do I...
Inventory of Early Development II
Enter a New Student
Enter a new student
Enter Inventory Data
Enter Inventory Data for a
student
Comprehensive Inventory of Basic Skills II
➜
Use the online management system
to generate student and class reports
in real-time to track progress and
develop instructional plans.
Visit www.BRIGANCE.com.
Transition Skills Inventory
Create a Report
Create a Report with a
student’s data
Send a Home Letter
Send or Print a Home letter
7. CA101
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Free online training is available 24/7 at www.BRIGANCE.com.
BRIGANCE Special Education System
®
Introduction
The IED II is ideal for providing ongoing
assessment and instructional planning for
students up to developmental age 7. The
assessments in the IED II allow easy monitoring
of individual progress and support the
development of each student’s IEP.
❮
Program Decisions
The IED II can help your special education program meet IDEA requirements
and effectively support the success of students with special needs. Most
schools serving students with special needs are required to
• determine present level of performance.
• provide instructional objectives for an ongoing IEP.
• consult regularly with parent or guardian.
• provide for inclusion in the regular instructional program.
• provide nondiscriminatory testing and evaluation.
• support alternate assessment needs.
Requirement
The IED II is an invaluable resource for educational programs responsible for
complying with these requirements as explained below.
The IED II includes a variety of language, literacy, and mathematics
assessments that are ideal for identifying present level of performance (PLOP)
or present levels of academic achievement and functional performance
(PLAAFP). It also contains a comprehensive inventory of physical, social and
emotional, and daily-living skills that further inform the students PLOP/
PLAAFP and can be used to determine appropriate activities for the student.
Most assessment items include developmental-age or grade-level notations
to pinpoint the level at which an assessment should begin.
PROVIDE INSTRUCTIONAL OBJECTIVES FOR AN ONGOING IEP
A major component of most IEPs is the identification of instructional
objectives that meet the needs of the student. The four requirements
of the typical objective are the date of the next assessment, the methods
of assessment, the present level of performance, and the objective
statement.
1. Date of next
assessment
The date of the next assessment is recorded in the
Date column in the Record Book (RB).
2. Methods of
assessment
The Inventory of Early Development II is used for
assessing. Most assessments in the IED II include
a choice of assessment methods.
3. Present level of
performance
Skills of the highest level achieved in the skill
sequence are circled in the RB.
4. Objective
statement
Objectives are identified by underlining in the RB
the skills to be achieved, using a pen of the
designated color.
Each assessment in the IED II provides a prewritten IEP objective statement.
If instructional objectives are required on locally developed forms, the
objectives provided in the IED II or at www.BRIGANCE.com can be used.
Also, objectives can be generated from the results recorded in the student’s
Record Book.
CONSULT REGULARLY WITH PARENT/caregiver
Using the IED II will facilitate consultation with a parent or caregiver as the
record-keeping
• is graphic so that instructional objectives are easily understood by
most parents.
• is ongoing and color-coded so that progress can be readily shared with
the parent or caregiver.
• clearly identifies sequential objectives so that the parent/caregiver,
teachers, and other school personnel can work together to help the
student achieve.
The IED II and the accompanying Record Book meet the requirements as
shown in the following table.
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Program Decisions
Introduction
DETERMINE PRESENT LEVEL OF PERFORMANCE
How the Requirement Is Met
PROVIDE FOR INCLUSION IN THE REGULAR PROGRAM
When the student is to be included in the general education class, good
communication between the special education instructor and the classroom
teacher is crucial. The Record Book can serve as a useful tool in communicating
the student’s
• present level of performance or present levels of academic
achievement and functional performance.
• areas of strength and need.
• instructional objectives.
PROVIDE NONDISCRIMINATORY TESTING AND EVALUATION
When used as a criterion-referenced tool, the IED II yields assessment data
referenced to a specific skill. The goal of the assessment is to identify those
skills the student has mastered and those skills not yet mastered. The goal
is not to derive a quantitative score that can be used to compare the
student’s performance with a specific population, as in the case with
norm-referenced testing.
If you wish to derive quotients, grade levels, or percentiles, refer to the
IED II Standardized Assessments published by Curriculum Associates, LLC.
Support alternate assessment needs
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Program Decisions
Introduction
Ongoing assessments conducted with the IED II can fulfill state reporting
requirements for alternate assessment.
Step 1: GET READY for assessment
Selecting Assessments
Planning Ahead
The IED II is a collection of assessments with developmentally sequenced
assessment items and is much too extensive to administer in its entirety.
Become familiar with the assessment procedures so that you can
conduct the assessment in a natural manner and can focus your attention on
the student. If helpful, use tabs or markers to quickly locate the information
you will need.
For most students, assessing and tracking mastery of the skills in the IED II
will be adequate for
• identifying present level of performance.
•
•
•
•
Schedule assessment early in the day, reducing the chance that the
student will be hungry or tired. To obtain the most valid information about
skills, some students may need to be tested over several days. Each session
should be no longer than the student’s attention span.
Postpone testing. Testing should not be conducted if the student is not
well or when testing requires the student to miss treasured activities such as
field trips; special events; or favorite subjects, such as physical education, art,
or music. When a comprehensive assessment is needed, conduct it when the
student is most alert and in several sessions.
Choose the proper environment. The assessments in the IED II can be
safely administered within the classroom. Although most students do not
mind working individually with their teacher within their classroom, others
may be embarrassed. Use your discretion to decide if a student can be tested
in the classroom or if a more private setting would be preferable.
Test in the classroom only when the rest of the class is not engaged in highly
exciting or noisy activities.
Also see the Milestone Skills by Developmental Age Level section for a listing
of all key developmental skills organized by age. These lists are useful for
providing a snapshot of a student’s development across skill areas.
Follow the guidelines below to decide which assessments to administer, to
select the most appropriate skill level within each assessment, and to select
the best assessment method.
1. Deciding Which Assessments to Administer
When deciding which specific assessments to administer, use your
professional judgment and keep the following questions in mind:
• Which assessments are more relevant to the immediate concern
or reason for referral?
• Which assessments will be more likely to yield the most valuable
information within the time allowed?
• Which assessments can best be conducted in a particular setting?
• Which assessments meet program needs and requirements?
Administer assessments in small groups when appropriate. Some
assessments such as math calculation can be administered in small groups to
maintain comfort levels of students in the regular classroom.
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Introduction
Eliminate distractions. For those assessments that cannot be made in a
natural setting, administer the assessment in an environment free of
background noises or disturbances. Remove any materials that may be
distracting to the student.
probing for areas of strength and need.
identifying developmentally appropriate instructional objectives.
documenting developmental progress.
identifying the developmental age and learning delays.
Most assessments include developmental age notations, useful as
a guide in selecting age-appropriate items.
Developmental age notations help
• provide guidance in selecting the appropriate skill level
for beginning the assessment.
• interpret the results in relation to developmental skill levels.
• determine developmentally appropriate instructional activities
and objectives.
It is important to keep in mind that not all students develop according to
the skill sequencing of items and developmental age notations. The
developmental age notations should be used only as guidelines since the
development of children varies due to
• differences in maturation.
• the unique development of each student.
• environmental or cultural differences.
• physical impairments or emotional disorders.
The skill sequences and developmental age notations are based on a
consensus of data found in the references listed in Appendix D.
First, evaluate data you have about the student, such as age, school
placement, school history, reports from teachers, your own observations,
or statements from parents/caregivers, to determine the student’s
approximate developmental age level. It is important to initiate an
assessment at a level in the skill sequence that will promote a feeling of
success. Do not spend time assessing skills that are far below the
student’s developmental level or skill level. On the other hand, do not
initiate or continue assessment at a level that frustrates the student. Use
the following chart to plan the initial assessment level.
If the developmental age is
approximately . . .
begin assessing skills
at the . . .
6 months
3-month level
9 months
6-month level
12 months
9-month level
18 months
12-month level
2 years
18-month level
3. Selecting the Best Assessment Method
2 ½ years
2-year level
3 years
2-year or 2 ½ -year level
4 years
5 years
6 years
5-year level
Methods of obtaining information about a student’s development vary
according to the skill being assessed, time allowed, setting, materials,
and participants. The IED II offers a variety of assessment methods:
• Observation
• Performance
• Interview
Recommended assessment methods are included with each assessment.
For the best use of time and the most valuable results, select the
assessment method or methods you believe will be the most effective
in each situation.
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Introduction
2. Selecting the Most Appropriate Skill Level Within
Each Assessment
4. Anticipating Administration Time
ADAPTING ASSESSMENT PROCEDURES
Remember, it is not necessary to administer all the assessments. The IED II
should be used as a resource to provide ongoing assessment throughout
the program year. A single assessment may be conducted over a few days,
if needed, to ensure the student is rested and cooperative.
In general, the amount of time needed to complete an assessment is
determined by
• the number of skills and items being assessed.
• the number of skills and items that can be assessed by group
administration or observation.
• the skill range of the student.
• the knowledge or information the examiner may already have
regarding the skill of the student.
• necessary adaptations in assessment procedures.
Recording student data in the Record Book
Adhere to the directions and procedures for each assessment unless you
think an adaptation will yield more valid results and provide helpful
diagnostic information. Before you begin, be aware of any physical
conditions or cultural and language differences that may affect the student’s
performance. Make any of the following adjustments to accommodate the
needs of the student and to obtain the most efficient and valid results.
Change the sequence of the assessments if needed. The assessments
have been arranged in sequence within each skill area. However, this
sequence may not produce the best performance and most valid results with
every student. Administer the assessments in the sequence that will yield the
most valid result.
Adapt the assessment procedures to allow for individual differences. See
Evaluating Students with Special Considerations on page 27 for suggestions
and information about assessing bilingual or non-English-speaking students
and students with exceptionalities.
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Introduction
Write the student’s personal information on the first page of the
student’s Record Book before conducting the assessment. The information
should be current and should clearly identify the student. Use official records
to confirm the accuracy of the information. Completing this section of the
Record Book before assessing allows you to focus your attention on the
student and on the administration of the assessment.
ORGANIZING MATERIALS
using the Approaches to learning tracking chart
Check to make sure you have the materials required for the assessments
you plan to administer. Gather all materials needed before beginning the
assessment and arrange them so that you can focus your attention on the
student and the administration of the assessment.
The following approaches to learning have been recognized by the Child
Mental Health Foundations and Agencies Network (2000) as important
predictors of school success.
• Initiative and curiosity
• A Record Book for each student
• Colored pencils or pens for recording assessment data
• An Accessories Kit, available from Curriculum Associates, which
includes the basic materials needed for conducting most of the
assessments. Items include:
–– 2 regular pencils
–– 5 pencils of different colors
–– 2 primary pencils
–– Rattle
–– Squeaking toy
–– Spoon
–– Tissues
–– Cup
–– 12 one-inch (2.5 cm) blocks
–– Nesting containers
–– Collection of dissimilar objects (for sorting and counting)
–– Child-sized scissors
–– 6" x 6" (15 cm x 15 cm) sheets of unlined paper
–– Primary-sized crayons
• Engagement and persistence
• Reasoning and problem solving
Use the Approaches to Learning Tracking Chart, as relevant, to record
observations and notes in these areas throughout the school year. See the
sample chart on page 15. Copies of the Approaches to Learning Tracking
Chart are also included in the Record Book.
Instructional StrategieS
The strategies listed below offer ideas for classroom activities that can help
develop the skills included in the Approaches to Learning Tracking Chart.
Initiative and Curiosity
• Encourage the student to ask questions. This can be done during all
activities, especially those for math and science.
• Give the student meaningful, realistic choices. If the student has
difficulty making a choice, limit the number of choices.
• Start to read or write a story and have the student invent the ending.
Engagement and Persistence
• Assign a multi-step task to the student, such as, “Go to your cubby,
get your snack, and take it back to your desk.”
• Gradually increase the time the student is engaged in an activity.
• Encourage a student who appears to give up easily.
• Offer meaningful praise when a student accomplishes a task.
Reasoning and Problem Solving
• Ask the student to classify or sort objects or play games that involve
those types of activities.
• Encourage the student to be creative and think of more than one
solution to a problem.
• Encourage the student to ask questions while doing science
experiments in the classroom.
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®
Introduction
Essential Materials
• The Inventory of Early Development II
Approaches to Learning Tracking Chart
Student’s Name____________________________
Observations and Notes
Date:___________ Date:__________
Date:__________
Date:__________
Initiative and Curiosity
• Chooses to participate in an increasing variety
of tasks and activities.
• Develops increased ability to make
independent choices.
• Approaches tasks and activities with increased
flexibility, imagination, and inventiveness.
• Grows in eagerness to learn about and discuss
a growing range of topics, ideas, and tasks.
Reasoning and Problem Solving
• Develops increasing ability to find more
than one solution to a question or problem.
• Grows in recognizing and solving problems through
active exploration discussions with peers and adults.
• Develops increasing abilities to classify and to
compare and contrast objects, events, and
experiences.
Permission to reproduce the Approaches to Learning Tracking Chart for nonprofit educational use is granted by the author and publisher.
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Approaches to Learning Tracking Chart
Introduction
Engagement and Persistence
• Grows in abilities to persist in and complete
a variety of tasks, activities, and projects.
• Demonstrates increasing ability to set goals and
develop and follow through on plans.
• Shows growing capacity to maintain concentration,
despite distractions and interruptions.
ADAPTING ASSESSMENT PROCEDURES
Follow the directions and read the Notes provided with the assessments. This
will help ensure a more positive assessment experience for the teacher, student,
and parent/caregiver. If the student is not having success with an assessment,
stop assessing before the student reaches a point of frustration. For guidance
on when to discontinue a specific assessment, refer to the recommendations
included in the Scoring Information section of each assessment.
Do not assume that assessment procedures must be adhered to rigidly in
order to use the IED II effectively for criterion-referenced, informal
assessment. Allow for individual differences. Use your discretion to adapt the
assessment procedures in order to obtain the most efficient and valid results.
(See page 13 for more details on adapting assessment procedures.)
TIPS FOR ASSESSING BY OBSERVATION
Be sure to have the student’s Record Book on hand to record the student’s
responses. If performance or mastery of a skill is marginal or emerging, don’t
give credit. Identify the skill as an objective and note in the Record Book that
the skill is emerging.
Good teachers constantly assess by observing the responses and performances
of their students. Daily observations in a natural setting provide the teacher
with the unique opportunity of observing the student performing a skill on a
regular basis and at the appropriate times. Observations are often a more valid
assessment of skill mastery than a one-time performance of the skill in a
structured, superficial, or stressful assessment situation.
POSITIONing THE IED II Correctly
However, if there is any doubt of skill mastery when using observation
assessment method, do not give credit. It is recommended that the skills
continue to be identified as instructional objectives until observations rule
out all doubt of mastery.
Many assessments include illustrations or student pages that can face the
student or parent/caregiver. The format of the IED II allows the examiner and
the student to follow the assessment procedures easily. The IED II can be
opened to an assessment and placed on a table between the examiner and
the student, as shown below.
Student
Table
Student’s Page
Examiner’s Page
Examiner
17
TIPS FOR ASSESSING BY PERFORMANCE
• Read directions and questions in a natural manner. Keep the
assessments moving comfortably and informally.
• Rephrase the directions if the student is having difficulty performing
because he does not understand the directions. However, do not coach
the student.
• Give an example or demonstrate the type of response expected
if it appears the student does not understand the directions.
• Give credit for skills you know the student can perform because
you have observed the student effectively performing them in a natural
environment.
• If the student page is too visually stimulating, cover part of the
page or cut a copy of the student page so the items can be presented
one at a time.
• Remain objective. Any subtle clues or extra assistance given to a
student during assessment may influence the student’s performance
and invalidate the results.
®
Introduction
Step 2: CONDUCT THE ASSESSMENT
Some assessments provide the option of conducting the assessment by
interviewing a parent/caregiver. These assessments include questions to ask
the parent/caregiver when administering the assessment. These interview
questions are preceded by Ask: in the assessments. Since parents often
report on emerging but not yet mastered skills (giving answers such as
“sometimes,” “if I let him,” “a little”), note these comments for
instructional planning but do not give credit for mastery of the skill. Give
credit only for skills the student has clearly mastered.
TIPS FOR ESTABLISHING RAPPORT
Some students are slow to warm up to or cooperate with unfamiliar people.
They may refuse to answer questions, attempt to leave the assessment area,
become tearful, or alternately grab for assessment materials or play with
toys they have brought with them. Consider the following suggestions to
ensure successful administration of the IED II assessments.
Guiding Desirable Behavior
• Use clear but pleasant requests such as, “Come with me. We are
going to look at a book and play with some blocks.” Do not ask
students whether they would like to participate since any subsequent
refusals are challenging.
• Incorporate “wiggle breaks.” Since it is unlikely that young students
can remain seated throughout the assessment, “wiggle breaks” should
be interspersed among assessment items. It is also acceptable to move
to the floor, move back to the chairs, or even sit under the table!
• Introduce tasks as “games” rather than as tests. Present assessment
items rapidly, but not so rapidly that the student feels rushed.
• Use verbal reinforcement and show interest and enthusiasm in the
student’s effort. Phrases such as “good job” and “way to go” are
appropriate since they do not indicate to the student that he was
incorrect or correct and they also provide encouragement to continue.
Be careful not to show feelings of disappointment in a student’s
performance.
18
• Use stickers to reward effort (not success). Place them on separate
sheets of paper that the students can take home. A timer may also be
helpful and students can be allowed to turn the dial to a predetermined
point. Tell them that when the timer goes off they will have a chance to
play, but they must work until then.
• Use a strip of paper to block out stimuli other than those the
student is asked to respond to in order to reduce distraction.
Dealing with Tricky Situations
• If the Student Becomes Upset
An assessment should be stopped if a student becomes very upset,
cries, and is unable to be soothed.
• If the Student Refuses to Participate
–– Offer choices. For example, say, “Would you like to play with
blocks first or use the crayon?”
–– Switch to a different task and then return to the one the student
refused.
–– Present a lower-level task—one that the student can easily
demonstrate.
Excessive refusals may indicate developmental or behavioral problems.
Most students enjoy demonstrating skills they have mastered.
• If the Student Refuses to Perform a Skill
If the student refuses or is reluctant to perform a skill, focus on a skill
that the student may be more willing to perform. Return to the skill the
student refused to perform after a rapport has been established and the
student feels more secure.
®
Introduction
TIPS FOR ASSESSING BY INTERVIEW
Possible Observations
• Be careful not to view assessment as a contest. Inexperienced
examiners sometimes view assessment as a contest, the goal of
which is to have the student succeed with tasks. In fact, the goal
of assessment is to determine the student’s individual level of skills
and to identify developmentally appropriate instructional objectives.
An excess of verbal and physical prompts, demonstrations, and
encouragement can make it difficult to accurately identify what skills
the student has or has not mastered. It is important for those who
are new to assessment to remember its purpose and to become
familiar with administration procedures.
• Avoid gazing at the correct choice. Students are often alert to where
examiners are looking and use this as a cue to responding. This can
inflate performance and make it challenging to detect children with
difficulties. Gaze at something on the student page other than the
correct choice or gaze off to the side of the Inventory or at the student.
• Do not prompt students with reminders. It can be tempting
for an examiner or teacher to provide reminders as a form of
encouragement, such as “You know this, we did it yesterday.”
A student who cannot demonstrate skills when they are elicited
has not mastered them, and will need additional instruction before
achieving competence.
• Keep the Record Book out of the student’s line of vision by
placing it on your lap.
19
In the student’s Record Book,, record any of the following significant
observations that you believe suggest a problem and may warrant referral
for additional evaluation.
Vision
• showed symptoms of eye fatigue or stress, such as
____ blinking ___ squinting ___ itching ___ tearing
• appeared to have eye infection indicated by
___ redness ___ discharge
• held reading material very close
• held reading material far away
• tended to close or squint one eye in order to see better
Auditory
• needed to watch speaker’s face closely in order to understand
• appeared to have difficulty hearing over background noise
• turned head to one side in order to favor one ear
• frequently misunderstood instructions
• asked that instructions be repeated
Speech
• was difficult to understand
• had difficulty with articulation as indicated by
___ omission ___ substitution ___ distortion
• voice quality: ___ raspy ___ breathy ___ nasal ___ high-pitched
___ low-pitched
• volume: ___ too loud ___ too weak
• oral expression appeared to be limited or inhibited, possibly due to
shyness, fear, or lack of confidence
®
Introduction
Precautions when ASSESSING
step 3: RECORD RESULTS IN THE Record Book
Interpreting the Recorded Data
If you use the color-coding method, the colors used will help you determine
Use the Record Book to record results from the assessments in the IED II. By
using pens or pencils of different colors to record assessment data, a colorcoded record is developed that is ongoing, graphic, and easily interpreted.
The record-keeping system can be color-coded in order to
1. the student’s performance level when first evaluated (circled in pencil).
1. track the progress of an individual student.
3. which skills the student has mastered, showing progress between the
first and second evaluations (circled in blue).
2. communicate information to the parent/caregiver.
3. communicate data about the student’s development to other personnel.
See page 21 for an example of the color-coded record-keeping system.
2. which skills have been set as objectives for the student to master
between the first and second evaluations (underlined in blue).
4. which skills have been set as objectives for the student to master
between the second and third evaluations (underlined in red).
The example on page 21 should be interpreted as follows:
Note: The color-coding system can also be used with the Comprehensive
Skill Sequences and Supplemental Skill Sequences by simply photocopying
the skill sequences and marking them according to the same record-keeping
method described below.
1. When F-12 Time was administered to the student in September, the
student demonstrated mastery of skills 1 and 2. Skills 3–5 were set as
objectives for the next evaluation.
Recording Assessment Data
2. The student mastered skills 3–5 between September and January. You
can tell this because those skills were circled in blue at the January
evaluation.
1. Record the first evaluation by using a PENCIL to circle the skills the
student has mastered.
2. Next, use a BLUE pencil or pen to underline the skills you wish to set as
objectives to be mastered during the next instructional period.
3. Skills 6–8, underlined in red, have been identified as objectives to be
mastered by April 6, 2010.
3. To record the second evaluation, use a BLUE pencil or pen to circle the
skills the student has mastered.
4. After the second evaluation is complete, use a RED pencil or pen to
underline the skills you wish to set as objectives to be mastered during
the next instructional period.
6. Record observations or other notes in the Notes section provided for
each assessment.
20
®
Introduction
5. Give credit for a skill that you know the student can perform well,
perhaps because you have observed the student performing the skill.
Example of the Record-Keeping System
Example of how to complete the chart on page 1 of the Record Book
Evaluation
Color
Date
Examiner
1st
Pencil
9/15/09
Lopez
2nd
Blue
1/20/10
Lopez
3rd
Red
4/6/10
Lopez
4th
Black
5th
Green
6th
Purple
Observations + Approaches to Learning
Problem
Apparently
Explanation of Color-Coded Recording Procedures
Solving
Good Hearing
Assessment data for September 15, 2009, is recorded in pencil.
Skills mastered at that time are circled in pencil. (See skills 1 and 2 below.)
Apparently
Good Vision
Objectives set for January 20, 2010, are underlined in blue.
(See skills 3–5 below.)
Skills mastered between September 15, 2009, and January 20, 2010, are circled in blue.
Objectives to be achieved by April 6, 2010, are underlined in red.
F Academic Cognitive: Mathematical Concepts (continued)
Example of recording procedures (page 30 of the Record Book)
Page
F-12
308
000
Time
3-6
4-0
1. Knows the part of the
day for specific daily
activities.
2. Can sequence five daily
activities and tell time
of day for each.
Page S-309
00
5-0 3. Differentiates between
the little and big hands
on a clock.
4. Knows the position of
the hands on the clock
for daily activities.
5. Knows the direction
in which the clock
hands turn.
6-0 6. Identifies numerals on
the clock face.
Page S-310
00
7. Differentiates between
the hour hand and the
minute hand.
8. Can tell time to
the hour.
Page S-311
00
9. Can tell time to the
half-hour.
Page S-312
00
10. Can tell time to the
quarter-hour. 7-0
Notes:
Shape Concepts
F-13
000
21
®
Page 00
Example of the Record-Keeping System
1. Matches shapes
Introduction
Assessment
Physical Problems
Step 4: ANALYZE RESULTS
When interpreting IED II assessment results, it is important to consider
• health, environmental, or cultural factors that can impact performance.
• observations that were recorded at the time of assessment.
• more in-depth assessment.
Physical problems, such as poor vision or hearing, can cause a delay in the
development of some of the skills. A student assessed just prior to the onset
of an illness or just after an illness may perform at a lower level than usual.
Poor nutrition or an imbalance in body chemistry can cause a student to be
lethargic or hyperactive, resulting in poor performance.
Factors That May Impact Performance
Language and Cultural Barriers
If the student’s assessment results are lower than expected, examiners should
decide on the most likely reason for poor performance, identify domains of
apparent weakness, and make appropriate follow-up decisions. The
following factors that can impact performance—reluctance to perform, poor
assessment conditions, physical problems, language or cultural barriers, or
undiagnosed disabilities or psychosocial risk.
A student from a home in which English is not the primary language may
not understand what responses are expected. Discretion should always be
exercised with a student who does not speak English or with a student who
is from a different cultural background. Whenever possible, assessment
should be conducted by personnel fluent in the primary language of the
student and understanding of the student’s cultural background. Professional
judgment should be used in determining to what degree the student’s
performance was affected by language and cultural differences.
Reluctance or Refusal to Perform
Even when assessment is conducted in an ideal environment, the experience
may be threatening to a student. A student’s reluctance or refusal to perform
can present a delicate and challenging situation. Although the student’s
behavior may be a sign of developmental or emotional problems, it may be
helpful to conduct the assessment at a later date.
Undiagnosed Disabilities
A common reason for poor performance is undiagnosed disabilities. Record
and report these observations and make appropriate referrals for services or
additional assessment. See Evaluating Students with Special Considerations
on page 27.
Poor Assessment Conditions
22
®
Introduction
Environmental factors, such as uncomfortable room temperature, noise,
visual distractions, or poor lighting, may prevent a student from performing
at his or her best. In addition, a student may not perform well in an
emotionally uncomfortable atmosphere, when tired, or in a situation in
which encouragement and motivation are lacking. If any of these factors
are present, discontinue assessment and resume on a better day.
Observations Recorded
It is important to analyze observations that were noted in the student’s
Record Book at the time of assessment. Sometimes observations about how
a student performs reveal much about the presence or absence of learning
strengths and weaknesses. You might want to ask the following questions:
• Did the student demonstrate the strategy of talking to himself
while working?
• Is the student well organized—can the student find the correct place
on a page and work systematically from left to right and from top to
bottom?
• Is the student sufficiently reflective or does the student act on impulse
leading to frequent errors?
• Is the student attentive to detail?
• Is the student willing to guess or try again or does the student give up
quickly?
• Do cues, prompts, or encouragement help the student?
These and other observations such as those noted on the Approaches to
Learning Tracking Chart can help pinpoint aspects of learning style that are
important for planning instruction.
more In-depth Assessment with the comprehensive skill
sequences and supplemental skill sequences
23
®
Introduction
There may be a need to provide more in-depth assessment than is found in
the assessments. The IED II includes Comprehensive Skill Sequences, which
provide a more comprehensive assessment of a student’s development by
offering both milestone and intermediate skills, and Supplemental Skill
Sequences, which provide additional skills for assessment through informal
observation. These additional assessment tools are discussed in further detail
on pages 24 and 25.
Step 5: IDENTIFY NEXT STEPS
Provide Additional Assessment
After the assessment has been completed, the information gathered can
serve many purposes. The IED II is commonly used in special education
programs to
• identify present level of performance.
• provide additional assessment with the Comprehensive Skill Sequences
or Supplemental Skill Sequences.
• identify instructional objectives and activities.
• provide ongoing assessment and progress monitoring.
The Comprehensive Skill Sequences are a sequenced list of developmental
skills that students normally develop through developmental age seven. They
provide a more detailed sequencing of developmental skills and include both
milestone (primary) and intermediate (secondary) skills.
Comprehensive Skill Sequences
As shown in the following example, milestone skills appear in bold print
followed by the corresponding assessment item number.
Example of a Comprehensive Skill Sequence:
Primary, or
71. “Nests” or stacks objects
“milestone,” skills
graduated in size. (38)
in bold print
72.Places round and square shapes
in formboard.
IDENTIFY PRESENT LEVEL OF PERFORMANCE
You can use the results of assessments in the IED II to
• identify present level of performance (PLOP) or present levels of
academic achievement and functional performance (PLAAFP).
• serve as an additional source of support for any referral decisions being
considered.
• identify students who may be developmentally delayed.
Use the prerequisite or the higher-level skill sequence identified in the IED II
to plan developmentally appropriate instruction and to chart progress.
2–0
73. T
urns reachable doorknob
to open door. (39)
74.Twists three-inch (7.5-cm) lid
off jar and replaces it.
75.Strings one-inch (2.5-cm)
cube beads on shoelace.
2–6
Secondary, or
“intermediate,” skills
in light-faced print
The numbers in parentheses, (38) and (39), indicate these are skills 38 and
39 in the assessment (C-1 General Eye/Finger/Hand Manipulative Skills) and
in the Record Book.
For students with developmental delays, the Comprehensive Skill Sequences
may be needed if tracking developmental progress using the assessments is
not adequate. The Comprehensive Skill Sequences can be used to better
show the student’s present level of performance and to show ongoing
progress toward mastery of milestone skills.
24
®
Introduction
The Comprehensive Skill Sequences may be used as a helpful guide or
reference for planning age-appropriate curriculum and instruction. The
intermediate (secondary) skills can be used for intermediate instructional
objectives such as for weekly instructional planning.
The author and publisher grant permission to reproduce the Comprehensive
Skill Sequences for nonprofit educational use.
Supplemental Skill Sequences
The Supplemental Skill Sequences provide sequences of additional skills that
can be assessed and tracked by informal observation in a natural setting,
generally while the student is involved in a particular activity. Thus, assessment
procedures for these skills are not included in the IED II and these skills do not
appear in the Record Book. However, these skills can be a vital part of any
educational program. For example, using the skill sequence for Clay
(C-9S Clay) included at the end of the Physical Development: Fine-Motor Skills
section is an excellent means for developing fine-motor skills.
In addition to the Comprehensive Skill Sequences, the Supplemental Skill
Sequences may be useful as a reference for curricular and instructional
planning or for tracking the student’s development as needed.
The author and publisher grant permission to reproduce the Supplemental
Skill Sequences for nonprofit educational use.
25
Identify Instructional Objectives and activities
The skills in the assessments or in the Comprehensive Skill Sequences can be
used to target individual instruction. The objective provided in each
assessment can be used to write IEPs and to plan developmentally
appropriate instruction.
It is important to identify skills that are appropriate for the student and
that will meet the student’s needs as instructional objectives. Looking at
the assessment results recorded in the student’s Record Book can help
you identify appropriate objectives for the student. In a skill sequence, the
skills immediately following skills circled as mastered are, in most cases,
logical skills to be identified as objectives for the next instructional period.
Teachers should also consider factors such as the following in determining the
number and priority of instructional objectives for the next instructional period.
• Length of the next instructional period
• Discrepancy between the student’s present level of performance and
the anticipated level of performance
• Types and degrees of physical impairments or emotional disorders
• Presence of giftedness or academic talent
• Environmental factors in the home and school
• Mental and physical health of the student
Once instructional objectives have been set, teachers may look to the
BRIGANCE Readiness Activities for easy-to-use lesson plans and activities
that are correlated to relevant assessments in the IED II (correlation table
is included in Appendix B, page 408.)
®
Introduction
For some students, using a combination of the assessments and the
Comprehensive Skill Sequences may be needed. For example, using the
assessments may be adequate for a student’s stronger skill areas, but some
of the Comprehensive Skill Sequences may be needed for a student’s weaker
skill areas where progress is slow or development is delayed.
Provide Ongoing Assessment and Progress Monitoring
Once initial assessment is conducted with the IED II and an IEP has been
written that lays out a developmentally appropriate instruction plan,
continue to use the IED II to monitor the student’s progress. Assessment may
be conducted as needed or as required by your school/program at
appropriate intervals throughout the year. The student’s Record Book will
provide an ongoing resource for monitoring progress. Online tracking of
student progress is available at www.BRIGANCE.com.
26
®
Introduction
In addition, you can monitor a student’s progress by using the Inventory
assessments as a pretest and post test. Some assessments have two forms,
Form A and Form B. One form can be used as a pretest and the other form
can be used as a post test. For the remaining assessments, two forms are not
needed. However, if you want to administer the same assessment as a post
test, but feel that the results of the post test are invalid because of
overexposure, you may want to
• base the assessment on observing the child perform the skill in a
functional or natural setting such as drawing the picture of a person
in the school program.
• change the sequence in which the items are presented in the pretest
and post test.
It is often necessary to evaluate students who are bilingual or those who have
known disabilities in order to assess their skill levels, especially in areas of
development that may not be affected by any of these conditions. The
following guidelines and modifications are designed to help students
demonstrate skills they possess.
Bilingual and non-english-speaking
Students
Students who are bilingual or non-English-speaking must be tested in their
primary language—the language spoken most at home. Even students who
speak some English perform best when tested in their native tongue. If the
examiner is not fluent in the student’s language, an interpreter will be
needed during assessment and for gathering parent information and
interpreting results. Professional interpreters should be used to evaluate
students’ articulation and syntax skills in their native language.
Students with Exceptionalities
It is often necessary to evaluate students with known or suspected
disabilities. For example, a student with vision impairment needs an
assessment to determine a possible delay in language development that
requires further evaluation. The following modifications are designed to help
students demonstrate skills they possess. They should not be viewed as a
means of giving credit for skills that are not mastered.
27
®
Students with Motor Impairment
• Ensure that seating is appropriate. Use of adaptive equipment may be
needed. Some students perform best when lying on their side. Parents
are usually the best source of information on the preferred method of
seating. It may be helpful to consult a physical therapist.
• Some students with motor impairments have difficulty with
articulation. A parent/caregiver who accompanies the student can help
interpret oral responses. If necessary, use the receptive language
alternative (i.e., pointing rather than naming). Use augmentation
communication systems if the student has them.
• For students who cannot point or express themselves orally, the
direction of eye gaze can be used to assess skills. Examiners can make
photocopies of the pictures on the student pages, cut them apart, and
place the copies on separate cards. The cards are then placed six inches
apart on the table in front of the student. Instead of asking the student
to point, ask him to “look at …” a specific picture, letter, etc.
• Be patient as students with motor impairment usually need extra time
to respond.
• Interviewing the parent/caregiver first about the student’s skills will help
give the examiner confidence in deciding when to probe for responses.
• Although it is tempting to want to give credit on the gross-motor skills
to a student who is compensating effectively for motor impairment
(e.g., uses a wheel chair), it is important to remember that the grossmotor section is designed to measure actual motor skills. Since such
students may still be involved in physical therapy, examiners will need
to rely on results from the unadapted administration of the IED II in
order to monitor progress. However, other items tap a student’s ability
to get tasks accomplished (e.g., interact in various ways with objects),
and thus reflect compensation for motor deficits.
Introduction
• Find out from the parents how their child communicates. If sign
language or total communication is used, the examiner should either
be fluent or use an interpreter. For basic introduction to signing, see
www.handspeak.com or www.sign2me.com. Signs can also be used
when testing students with autism spectrum disorders.
• The student should be wearing prescribed amplification devices.
• The room should be quiet and free from visual distractions.
• The student’s attention must be obtained before directions are given.
Students with Vision Impairment or Blindness
• Ask the school’s vision specialist about appropriate lighting,
magnification, positioning, size, and color of objects or pictures that
will enable the student to see.
• When a student’s vision is too impaired to view pictures, substitute real
objects for pictures when possible.
Students with Severe Speech Impairments
• The parent/caregiver or speech teacher can help interpret verbal
responses. If necessary, use the receptive language alternative
(e.g., pointing instead of naming).
• Give credit for gestures that clearly convey a correct response.
28
®
Students with Emotional Disturbance
and Behavior Problems
• Start with easier tasks so that the student has some initial success. Ask
the parent/caregiver about the student’s preferred activities and begin
with those types of assessments.
• Note changes in the student’s behavior across assessments. Students
with emotional problems often react poorly to tasks that are too
difficult for them.
• Allow the student some control in the testing situations, such as by
taking turns or allowing the student to set a timer.
• Have a variety of reinforcers (e.g., crackers, stickers) to use.
• Let the student know immediately when the student’s behavior is
unacceptable by saying, “No.” Temporarily switching tasks may be
helpful. Be sure to give clear guidance for appropriate behavior.
• Parents can often give advice on behavioral control. (“Do you have
any suggestions for how best to get him to cooperate?”)
• Present items quickly and as appealingly as possible to avoid
challenging behavior.
• Avoid making threats or promises that can’t be delivered.
• Use puppets, allowing the examiner’s puppet and the student’s puppet
to communicate, to relieve stress and anxiety.
Students with Significant Health Problems
• Schedule testing for a time when the student is refreshed.
• If the student is tired, reschedule or take frequent breaks.
• Omit gross-motor and dressing items that may be too challenging.
• If the entire test cannot be administered, rely on significant item scores
to make referral decisions. (See the introductory section of the IED II
Standardization and Validation Manual for a description of the
assessments included in the validation study.)
Introduction
Students with Hearing Impairment or Deafness
• Interview the parent first. Parents/caregivers can usually give helpful
information about how best to work with their child.
• Remove materials from the areas that may distract the student.
• Start with assessments you believe will be easier for the student so that
the student has some initial success.
• Tap on the test materials to direct the student’s gaze to the
appropriate place.
• Use a soft voice to praise and redirect the student gently. If the
student is destructive to test materials, use a louder voice.
• Do not require the student to make eye contact with the examiner
during the testing.
• Simplify your language as much as possible
• Use visual cues and gestures.
• Use tangible or edible reinforcers rather than social ones.
• Because it may be difficult for these students to make transitions, trade
one toy for another when changing items.
• Arrange seating that will discourage the student from leaving the
work area.
• Avoid making assumptions about one skill area based on another.
Students with developmental disorders often have unexpected areas
of strength and weakness.
29
®
Students with Traumatic Brain Injury
Attention span, distractibility, and difficulties with memory often pose
problems when assessing students with traumatic brain injury.
• Repeat directions if necessary. Use visual cues to help the student
remember.
• Have patience and give the student extra time to respond.
Students with possible Academic Giftedness
Students with academic giftedness often have well-developed reading skills.
Cover the examiner’s directions (even though upside down) to prevent the
student from reading answers.
Introduction
Students with Autism and Developmental Disorders
E ACADEMIC/COGNITIVE: LITERACY
The assessments in this section focus on the development of the
student’s knowledge and appreciation for books, knowledge of the
alphabet, phonological awareness, early writing skills, and early
reading skills.
Goal of the Literacy Assessments
The goal of these assessments is to obtain valid and useful information
about the student’s literacy skills and to find answers to the following
questions:
• What manuscript writing skills usually taught at the kindergarten and
first-grade levels has the student mastered?
• What beginning reading skills (alphabet knowledge, high-frequency
word recognition, phonological awareness skills) has the student
mastered?
• Is the student able to read comfortably at a given grade level? If so,
what is the grade level?
• What objectives are appropriate to include in the student’s
individualized education program?
178
Table of Contents
Assessments
Page
E-1 Response to and Experience with Books...............................182
E-2a Visual Discrimination (Forms and Uppercase Letters).............189
E-2b Visual Discrimination (Lowercase Letters and Words)............192
E-3 Identifies Common Signs......................................................195
E-4 Identifies Rhymes.................................................................200
E-5 Recites Alphabet..................................................................205
E-6 Identifies Uppercase Letters..................................................206
E-7 Identifies Lowercase Letters..................................................208
E-8 Prints Uppercase Letters in Sequence....................................210
E-9 Prints Lowercase Letters in Sequence....................................211
E-10 Prints Uppercase Letters Dictated..........................................212
E-11 Prints Lowercase Letters Dictated..........................................214
E-12 Prints Personal Data.............................................................216
E-13 Auditory Discrimination........................................................218
E-14 Identifies Blended Words......................................................220
E-15 Identifies Beginning Sounds.................................................226
E-16 Matches Beginning Sounds and Letters with Pictures............231
E-17 Identifies Blended Phonemes................................................234
E-18 Substitutes Beginning Consonant Sounds.............................237
E-19 Substitutes Short-Vowel Sounds...........................................242
E-20 Substitutes Long-Vowel Sounds............................................245
E-21 Reads High-Frequency Words...............................................248
E-22 Reads Color Words...............................................................249
E-23 Reads Number Words...........................................................250
E-24 Reads Common Signs..........................................................251
E-25a Reads Passages at Preprimer Level—Forms A and B..............254
E-25b Reads Passages at Primer Level—Forms A and B...................257
E-25c Reads Passages at First-Grade Level—Forms A and B............260
E-25d Reads Passages at Second-Grade Level—Forms A and B.......263
E-26 Prints Simple Sentences........................................................265
E-27 Quality of Printing................................................................266
E-28 Word Recognition Grade Placement Test—
Form A and Form B..............................................................270
®
E Academic/Cognitive: Literacy
Academic/Cognitive: Literacy
Introduction
Suggested Assessment Procedures
• Mastery of a Skill: If, after administering an assessment, you question
the student’s mastery of the skill, regard the skill as an objective until
the student is able to perform the skill functionally, habitually, and
without difficulty.
• Assessment Results: Record the information you obtain about the
student’s literacy skills in the appropriate section of the student’s
Record Book. Indicate the method(s) used to obtain the results by
placing an I for Interview (Parent/Caregiver), an O for Observation, or a
P for Performance (Student) before the skill in the student’s Record
Book. You may wish to indicate whether the student gave an oral
response (oral) or a written response (written). Note any additional
information in the Record Book as well.
179
Information about Phonological Awareness Skills
• Students can demonstrate phonological awareness (the ability to detect
and manipulate the sounds in words) in three ways:
– by matching similar sounds
– by combining smaller segments into syllables and words
– by segmenting words or syllables into smaller units
• Segmenting (breaking) words into small parts (syllables) or even smaller
parts (phonemes—the sounds of individual letters) can help students
think about words as composed of individual sounds, or phonemes.
Some useful terms have been introduced for describing the parts of a
syllable or word: onset, rime, body, and coda.
• One way to break down a syllable or word is into onset (everything
before the vowel) and rime (the vowel and everything after it). Rhyming is the blending of different onsets with a single rime. For
example, dig and fig rhyme with wig— /d/ /ig/ and /f/ /ig/ rhyme with
/w/ /ig/ and deep and leap rhyme with jeep —/d/ /Ep/ and /l/ /Ep/ rhyme
with /j/ /Ep/.
• Another way to break down a syllable or word is into the body (all
phonemes through the vowel in the syllable) and the coda (any
consonant that comes after the vowel). For example, in heel, /hE/ is the
body of the syllable and /l/ is the coda.
• When combining phonemes into syllables or words or when
segmenting a syllable or word into phonemes, it is important to
remember not to add a vowel sound to a consonant sound when you
are saying the consonant in isolation. For example, the phonemes in
pig should be pronounced /p/ /i/ /g/, not /puh/ /i/ /g/ and the phonemes
in deep should be pronounced /d/ /E/ /p/, not /duh/ /E/ /p/.
Note: When you see a vowel printed as a capital letter (/E/), the capital
letter signifies the long vowel sound.
®
Assessment Methods
The best method for getting valid information about the student’s literacy
skills varies due to the age of the student, the skill being assessed, and the
student’s reaction to the assessment environment. Use your professional
judgment in determining, from those methods listed below, which
method or combination of methods will be most appropriate for each
specific assessment.
• Interview—Interviewing the parent or caregiver may yield valuable
information about the student’s response to and experience with books.
• Performance—Assessing the student individually is the only method
that should be used for several of the literacy assessments. Those
assessments that require a written response from the student can be
given to a group of students.
• Observation—The student’s development of some literacy skills can be
assessed by informally observing the student’s performance in the
instructional program or by evaluating the student’s written class work.
For example, many of the student’s printing skills can be assessed by
observing the student during class time.
180
®
GENERAL RECOMMENDATIONS
1.Use Letter Formations That Are Familiar to the Student
The printing samples on page 268 have been included as a reference
for the correct formation of manuscript letters. However, variations in
the formation of letters are found in different handwriting programs. It may be more appropriate to use a model that shows letter
formations used in the student’s school handwriting program.
2.Attempt to Determine Reasons for Poor Handwriting
Try to determine through observation why the student has poor
manuscript handwriting. Are there indications of perceptual difficulties
(e.g., letter reversals), hand tremors, or lack of fine-motor control?
3.Use Form A and Form B as Pretest and Post Test
Some literacy assessments have two forms, A and B. The level of
difficulty is the same for each form. If you plan to pretest and post test,
use one form as a pretest and the other as a post test.
S-220 BRIGANCE Inventory of Early Development II
®
E-14 Identifies Blended Words
Overview
This assessment focuses on the student’s ability to identify a blended
word when hearing parts of words combined.
SKILL
Identifies blended word parts as words
Cover the pictures of the airplane and the doorknob on page S-220,
and
Say: I am going to put words together to make new words, like
air and plane to make airplane. You say it, air . . . plane.
Say the two words right together—airplane.
MATERIALS
Pages S-220, S-221, S-222, and S-223
SCORING INFORMATION
Record results on page 22 of the student’s Record Book.
Give credit for each correct response. Discontinue after the student is
unsuccessful on three consecutive items.
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
AFTER ASSESSING
•To write an IEP, use the Objective for Writing IEPs at the end of this
assessment or go to www.BRIGANCE.com.
•To find related instructional activities, see the BRIGANCE Readiness
Activities or go to www.BRIGANCE.com.
Pause, and if the student doesn’t say the words together,
Say: Air . . . plane . . . airplane! Okay, let’s try another one. I’m
going to say two words and then I’m going to say the
words right together to make a new word. Door . . . knob
. . . doorknob. Now you try it.
Pause, and if the student doesn’t say the words together,
Say: Door . . . knob . . . doorknob!
Next show the student the pictures on page S-220, and
Say: Look at these pictures. Point to what you get when you
put door and knob together.
Pause for the student’s response. Then
Say: Point to what you get if you put air and plane together.
®
ASSESSMENT METHOD
Performance
220
Directions for Assessment: Performance
S-221 BRIGANCE Inventory of Early Development II
®
1.
2.
3.
Point to the rows of pictures on page S-221 as you give the directions
below. Pause after each request for the student’s response. Give
encouragement, if necessary.
3-6
1. sea + shell = seashell
As you point to each picture in the top row of pictures on
page S-221,
Say: These pictures are seashell . . . racket . . . sailboat.
Point to what you get when you put sea and shell
together.
2. cup + cake = cupcake
As you point to each picture in the middle row on
page S-221,
Say: These pictures are beachball . . . carrot . . . cupcake.
3. base + ball = baseball
As you point to each picture in the bottom row on
page S-221,
Say: These pictures are baseball . . . bathtub . . . bottle.
Point to what you get when you put base and ball
together.
221
®
Point to what you get when you put cup and cake
together.

BRIGANCE - Inventory of Early Development II

Transcription

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