Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study / Francesca G. JONES in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.41-51 Titre : Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study Type de document : Texte imprimé et/ou numérique Auteurs : Francesca G. JONES, Auteur ; Diane GIFFORD, Auteur ; Paul YOVANOFF, Auteur ; Stephanie AL OTAIBA, Auteur ; Dawn LEVY, Auteur ; Jill ALLOR, Auteur Article en page(s) : p.41-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/1088357618762749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study [Texte imprimé et/ou numérique] / Francesca G. JONES, Auteur ; Diane GIFFORD, Auteur ; Paul YOVANOFF, Auteur ; Stephanie AL OTAIBA, Auteur ; Dawn LEVY, Auteur ; Jill ALLOR, Auteur . - p.41-51. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.41-51 Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/1088357618762749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability / Jill H. ALLOR ; Stephanie AL OTAIBA ; Paul YOVANOFF ; Lauren LEJEUNE in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Titre : Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur Article en page(s) : p.71-83 Langues : Anglais (eng) Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur . - p.71-83. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

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