Never before has it been as important for teachers of the deaf/hard of hearing to be directly involved in assessing student skills and needs. With increasing numbers of students entering school with low average language skills and ‘pretty good speech’ school teams are more resistant to finding them eligible for services. And yet the access issues related to hearing loss cause many subtle areas of need in our students that the standard assessment practices often do not address.

This Workshop will inform you of which areas are most critical to assess, why this is so, how to assess, and provide some recommendations on appropriate assessments that can be used. 

Great Combo Deal:  The Workshop is of greatest benefit when participants also have the  Steps to Assessment  book. That is why it is available here in combination with the webcast for one very reasonable price.

EARN 9.25 CEU Clock Hours! Participants will be able to receive a Certification of Participation, LSLS Certificate, and download a form that can be used for ASHA CEUs.

Steps to Assessment Workshop: Identifying Educational Needs for Students with Hearing Loss

9.25 Hour Webcast in 7 Modules for $109.00

9.25 Hour Webcast with the Steps to Assessment Guide  for only $149.00

AGENDA of INFORMATION PRESENTED IN THE MODULES

Module 1: Introduction & The Assessment Process (62 minutes)

Introduction (36 minutes)

  • Changes to ADA and to IDEA that effect assessment
  • The Deaf Lens
  • Steps to Assessment Guide format

The Assessment Process (26 minutes)

  • Difference between screening, assessment and evaluation, who, what, and why
  • The evaluation team – who is on it and what are the qualifications
  • Analysis of student behavior and response
  • Steps in an effective evaluation and process of data collection

Module 2: Speech Perception and Device Use (98 minutes)

  • History of device use and impact on perception
  • Audiogram – parts and interpretation
  • Precision listening
  • Functional listening

Module 3: Performance Review and Auditory Skills (84 minutes)

Performance Review – Observation and Data Collection (41 minutes)

  • Classroom observation and Functional performance data-gathering tools
  • General education teacher input and assessment data
  • Parent input and assessment data
  • Documenting and determining eligibility for specialized instruction and related services

Auditory Skill Development (43 minutes)

  • Definition, rationale, and considerations
  • Preschool assessment
  • School age assessment

Module 4: Prosody and Language Processing (85 minutes)

Prosody, Phonologic Awareness, and Morphology (26 minutes)

  • Prosody – definition and assessment
  • Phonology – definition and assessment
  • Morphology – definition and assessment

Language Processing and Use (59 minutes)

  • Components of language development
  • Assessment of language processing and use
  • Considerations for early childhood
  • Assessment for infants/toddlers and beyond
  • Assessment for ages 3 and above

Module 5: Social Interaction: Pragmatic Language Use and Social Skills (69 minutes)

  • Definitions and evidence of issues
  • Preschool – social interaction skills assessment
    Pragmatic language, Theory of Mind conceptualization, Self-concept / social-emotional
  • Elementary – social interaction skills assessment
    Pragmatic language, Theory of Mind conceptualization, Self-concept / social-emotional
  • Secondary – social interaction skills assessment
    Pragmatic language, Theory of Mind conceptualization, Self-concept / social-emotional

Module 6: Self-Advocacy and Independence with Devices (65 minutes)

Self-Advocacy, Self-Determination and Independence with Amplification Devices

  • Definition and context for self-advocacy skill development
  • Self-advocacy as a means to improve functional achievement
  • How is self-advocacy relevant to school achievement?
  • Self-advocacy assessment – Knowledge of hearing loss, Independence with hearing devices, Communication repair skills, Self-advocacy skills, Self-determination

Module 7: Students with Additional Challenges and Putting it All Together (93 minutes)

  • The Visual Language Learner – Use of Manual Communication Systems
  • Other disabilities
  • Culturally and Linguistically Diverse Learners
  • Goal writing based on skill level competency
  • Bloom taxonomy and assessment of skill knowledge and application
  • Assessment of skill competency with and without accommodations

More about the Steps to Assessment Guide

Teachers have been asking “Help me pull all of this data together into better assessments so my kids can qualify for services and more appropriate programs!”

Karen Anderson, author/co-author of  Building Skills for Success in the Fast-Paced Classroom , Documenting Skills for Success , Building Skills for Independence in the Mainstream , and SCRIPT   has joined together with Lynne Price, author of the  Steps to Success Curriculum and  COACH: Self-Advocacy Skills and Transition Training   to develop  Steps to Assessment.

The focus of this 290-page guide is appropriate assessment practices for children from transition to school at age 3 through high school. Categories of assessment are presented, as are ways to tease out information from assessment results to illustrate how to identify needs to support eligibility.

A variety of assessments are described for each assessment area. Case studies are provided that show how the teacher can choose appropriate test instruments and interpret the results, including determining possible goal areas.

A section describing self-learning application activities helps readers to integrate the information into daily practice and makes this Guide the perfect subject of a Professional Learning Community.

Teachers who use this guide will have a much better understanding of the vulnerable areas of development due to hearing loss, how the areas interconnect, and ultimately how they are the experts in using the ‘deaf lens’ to contribute to their evaluation teams and service planning. This information will assist educators of the deaf/hard of hearing, educational audiologists and specialist speech language pathologists in being able to advocate with school teams for appropriately tailored assessment and program planning for students who are deaf or hard of hearing. Informational handout describing  Steps to Assessment to share with your Team!

Steps to Assessment: Guide to Identifying Educational Needs for Students with Hearing Loss $50.00 + S/H (if purchased separate from webcast)

Table of Contents

Introduction

Why this guide is needed
Clarification of Title II of the ADA – a ‘game changer’
Using the “deaf lens” to interpret assessment information
Format of the Steps to Assessment guide

Chapter 1: The Assessment Process

What is assessment?
Qualifications of evaluators
Analysis of student behavior and response
Steps in an effective evaluation
Process of data collection

Chapter 2: Speech Perception and Device Use

History of Device Use
Interpreting the audiogram meaningfully
Planning speech perception assessment
Assessment of precision listening: Preschool and School-age
Assessment of functional listening: Preschool and School-age
Case examples
Chapter appendices
10 Questions about Your Child’s Hearing Aids – parents and students
Cumulative Hearing Device Monitoring Results
Functional Interpretation of Hearing Thresholds on the Audiogram
ELFLING: Ling Sound Listening Bubble Checklist for Young Children
AB Short Word List
Lexical Neighborhood Test / Multisyllabic Lexical Neighborhood Test
Suggested Tools to Assess Speech Perception and Hearing Device Use

Chapter 3: Performance Review

Why do a performance review?
Parent involvement
Determining eligibility for specialized instruction and related services
Documenting the performance review process for eligibility
Functional performance data-gathering tools
Classroom observation
Parent or Teacher Checklists/Interviews

Chapter 4: Auditory Skills Development

What are auditory skills?
Why assess auditory skills?
Auditory skills assessment: Preschool and School-age
Case examples
Chapter appendices
Listening Skills Develop Early – A Hierarchy of Auditory Skills Learned by Age 4 Years
Checklist of Auditory Skills for Classroom Success: Hierarchy of Auditory Skill Development
Suggested Materials to Use with Young Children
Mr. Potato Head Task
Suggested Tools to Assess Early Auditory Skill Development

Chapter 5: Prosody, Phonologic Awareness, and Morphology

Prosody: Prosody skills assessment
Phonology: Phonological awareness assessment
Morphology
Case examples
Chapter appendices
Formant (Frequency Band) Characteristics of Vowel and Consonant Sounds (Hz)
Pre-Feature Identification Contrasts (PreFICs)
Technical Adequacy of Phonological Screening and Monitoring Measures

Chapter 6: Language Processing and Use

Components of language development
Assessment of language processing and use: early childhood and age 3 and above
Chapter appendices
Tools Described to Assess Language Development/Processing

Chapter 7: Social Interaction: Pragmatic Language Use and Social Skills

Definitions of issues
Evidence of issues in these areas for children with hearing loss
Preschool, Elementary and Secondary – social interaction skills assessment
Pragmatic language
Theory of Mind conceptualization
Self-concept / social-emotional development
Social skills
Case examples
Chapter appendices
Suggested Tools to Assess Social Interaction Skills and Abilities

Chapter 8: Self-Advocacy, Self-Determination and Independence with Amplification Devices

Context for self-advocacy skill development
Self-advocacy as a means to improve functional achievement
How is self-advocacy relevant to school achievement?
What is self-advocacy?
Self-advocacy assessment
Knowledge of hearing loss
Independence with hearing devices
Communication repair skills
Self-advocacy skills
Self-determination
Case examples
Chapter appendices
SEAM – Student Expectations for Advocacy & Monitoring Hearing Technology
Hearing Aid Independence & Self-Advocacy Skill Expectations Checklist
Functional Assessment of Hearing Device Independence Skills
What Can YOU Do to Help Yourself? Self-Advocacy Strategy Checklist
Self-Advocacy Quiz
Suggested Tools to Assess Self-Advocacy Skills

Chapter 9: Students with Additional Challenges

The Visual Language Learner – Use of Manual Communication Systems
Other disabilities
Culturally and Linguistically Diverse Learners

Self-Learning Application Activities for Individual and Professional Learning Communities

Self-Learning Application Activities – Part 1: Vocabulary
Self-Learning Application Activities – Part 2: Engagement & Practical Application
Appendices
Steps to Assessment: Vocabulary
Assessments Currently Used in Our Schools
Assessments to Consider Adding in Our Schools
Evaluation Practices – Who Assesses with What Tool? NOW
Evaluation Practices – Who Assesses with What Tool? FUTURE
Assessment Practices Improvement Plan
Assessment Time Study