ECSE 601 Convergent Assessment Project Amy Rohrer, Erica Whiting, Paige Hanna & Rebecca Melvin,

Overview of Assignment Plan and conduct a multi-faceted assessment on a child with a developmental delay or disability.

Background on Child “Abby” is a three-year old child DOB 05/24/12 One of four children - One older brother has speech delays - Other older brother diagnosed with Autism Diagnosed with a speech delay and articulation errors - Abby’s teacher reports that her language is 50% intelligible Addy’s teacher also reports that she is much easier to understand when talking in a one on one setting. She also does well when correct language is modeled and she instructed to imitate the correct phrase back.

Background on Child cont. Lives in Williamsburg with her Mom, Dad, & three siblings. Did not receive early intervention services as an infant or toddler Currently enrolled in an inclusion three-year-old classroom through an early childhood special education program Receives speech therapy in her preschool program Very sweet child who loves to engage with her peers and adults Loves dancing, being silly, and especially loves Minnie Mouse ☺ Her Dad lives part time in Las Vegas when traveling for work. When Addy’s Dad is gone her Mom and grandma care for her. Addy’s speech therapist leads a large group activity in the classroom on Wednesday mornings, and then she is pulled out for services several other times throughout the week.

AEPS The Assessment, Evaluation, and Programming System for Infants and Children (AEPS®) Type of criterion referenced assessment Specifically a Curriculum Based Assessment (CBA) Two separate Developmental Levels 1) Birth to Three 2) Three- Six

AEPS Continued. Designed to: - Determine child’s present level of functioning - Develop meaningful IFSP/IEP Goals & objectives - Used in planning intervention - Used to evaluate a child’s performance over time

Protocols How did we conduct this assessment? We used the three-six years AEPS assessment - Family Report II - Child Observation & Data Recording Form II We administered the assessment in the classroom using observation and direct test measures on 04/21/16 Observation was done during Abby’s normal classroom routine We also talked with Abby’s mother and teacher

Protocols Continued… In the notes section on the data recording from the following notes were used: - Report (R) - Assistance (A) - Direct Test (D)

Protocols Continued Areas Where Direct Test (D) Was Noted: 1) Fine Motor Area - Cutting out shapes with curved lines - Cutting out shapes with straight lines - Cutting paper in two - Copying complex shapes & Copying simple shapes - Printing first name - Printing three letters - Copying first name & copying three letters 2) Gross Motor - Skips - Hops - Pedals and steers two wheel bicycle

Protocols Continued Areas Where Direct Test (D) Was Noted: 3) Cognitive - Qualitative & Quantitative concepts - Spatial Relation Concepts - Pre-Math Concepts - Understanding printed numerals - Identifying Letter Names 4) Social - Identifying information about self and others

Protocols Continued To assess language using AEPS the following forms were used: - Social Communication Observation Form (SCOF) - Social Communication Summary Form (SCSF) 50 Utterances were collected from Abby during morning tabletop activities and breakfast time The utterances were tallied on the SCSF form and used to score Strand B on the SCOF form

Calculating Chronological Age 2016 04 21 2012 05 24 ___________________ 3 10 27 = 47 months

Summary of Results Results from Test on 4/21/16 Fine Motor Area: Raw Score: 19 Percent Score: 63.3 % Gross Motor Area: Raw Score: 28 Percent Score: 82.4% Adaptive Area: Raw Score: 53 Percent Score: 75.7%

Summary of Results Continued Results from Test on 4/21/16 Social Communication Area Raw Score: 59 Percent Score: 60.2% Cognitive Raw Score: 84 Percent Score:77.8% Social Area: Raw Score: 85 Percent Score: 90.4%

*All raw scores from six areas added up* Summary of Results Total Raw Score of : 328 *All raw scores from six areas added up*

Summary of Results Chart from AEPS Administration Guide Volume 1 Abby’s Results Based upon Goal Totals: Fine Motor Area Gross Motor Area Adaptive Area Cognitive Social Communication Area Social Area 47 Months 3 5.5 8 14 9 13.5 Fine Motor Area Gross Motor Area Adaptive Area Cognitive Area Social Communication Area Social Area 47 Months 5 9 12 23 11 20

Family Concerns & Priorities According to our Family Report II, Abby’s family is most concerned with her speech difficulties. They specifically mentioned that they would like for Abby to improve her use of pronouns. They would also like Abby’s articulation to improve and for her to wait her turn to speak in social contexts.

Recommendations Based Upon AEPS Results Continue in ECSE program in Williamsburg Continue receiving speech therapy to improve speech intelligibility and work on articulation. Continue to incorporate Abby’s family priorities into school and IEP goals

Recommendations Continued -Based off of AEPS results, no delay was noted in any of the five domains. -Due to results we would recommend administering an assessment tool that seeks to assess speech articulation

Collaborative Process Working as a Team As a Group We….. Planned and conducted a multi-faceted assessment on a child with a developmental delay Identified appropriate assessment and instruments Used AEPS Assigned roles to group members Met several times to discuss assessment reports Collaborated and summarized our data points Wrote up a report on our findings individually

References Bricker, D. (2002). Assessment, Evaluation, and Programming System for Infants and Children. Volume 1 & Volume 2. Baltimore, MD. Paul H. Brookes.