Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study

Autor/inn/en	Jones, Francesca G.; Gifford, Diane; Yovanoff, Paul; Al Otaiba, Stephanie; Levy, Dawn; Allor, Jill
Titel	Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
Quelle	In: Focus on Autism and Other Developmental Disabilities, 34 (2019) 1, S.41-51 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357618762749
Schlagwörter	Alternative Assessment; Intellectual Disability; Progress Monitoring; Autism; Pervasive Developmental Disorders; Reading Instruction; Behavior Problems; Testing Accommodations; Word Lists; Visual Aids; Computer Software; Computer Assisted Testing; Children; Down Syndrome; Cues; Prompting + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Leseunterricht; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Wortliste; Anschauungsmaterial; Child; Kind; Kinder; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Stichwort; Benutzerführung
Abstract	As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students' responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats--word lists, flash cards, and PowerPoint presentation--were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. [For the corresponding grantee submission, see ED586421.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01