Webcasts to Improve Outcomes of Children with Hearing Loss
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Steps to Assessment Workshop

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.

steps-to-assessment-coverThis 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    register button                 

 

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

                     

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

     steps-to-assessmentThe 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.

TSteps to Assessmenthe 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.

Steps to Assessment coverTeachers 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
Justification paragraph for S2AIntroduction

        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