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.
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
AGENDA of INFORMATION PRESENTED IN THE MODULES
Module 1: Introduction & The Assessment Process (62 minutes)
Introduction (36 minutes)
Module 2: Speech Perception and Device Use (98 minutes)
Module 3: Performance Review and Auditory Skills (84 minutes)
Performance Review – Observation and Data Collection (41 minutes)
Auditory Skill Development (43 minutes)
Module 4: Prosody and Language Processing (85 minutes)
Prosody, Phonologic Awareness, and Morphology (26 minutes)
Language Processing and Use (59 minutes)
Module 5: Social Interaction: Pragmatic Language Use and Social Skills (69 minutes)
Module 6: Self-Advocacy and Independence with Devices (65 minutes)
Self-Advocacy, Self-Determination and Independence with Amplification Devices
Module 7: Students with Additional Challenges and Putting it All Together (93 minutes)
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!
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 ProcessWhat 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 UseHistory 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 ReviewWhy 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 DevelopmentWhat 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 MorphologyProsody: 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 UseComponents 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 SkillsDefinitions 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 DevicesContext 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 ChallengesThe Visual Language Learner – Use of Manual Communication Systems Other disabilities Culturally and Linguistically Diverse Learners
Self-Learning Application Activities for Individual and Professional Learning CommunitiesSelf-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