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SPED 621 LEC 3/4/5
| Term | Definition |
|---|---|
| Informal Observation | Unplanned observing of a child during normal activities to see natural behaviors; notes are written afterward to capture what was noticed. |
| Informal Assessment | When professionals gather information about a child without using a standardized test. Parents or caregivers give info about a child’s daily behaviors, strengths, and needs, based on their personal experience and insight. |
| Formal Observation | Planned and structured observation of a child with identified target areas; uses systematic tools or approaches; collects notes/data for later analysis. |
| Overt Behavior | Observable actions like movement or language. |
| Covert Behavior | Internal states like feelings or thoughts; inferred from overt behavior. |
| Running Record | Narrative written during observation capturing all observable behaviors; detailed but can be hard to record everything. |
| Event Recording | Counts frequency of a target behavior (e.g., number of times child speaks, approaches peers). |
| Interval Recording | Observes target behavior over set intervals; assesses consistency across time, settings, and people. |
| Momentary Time Sampling | Checks for target behavior at the end of each time interval; records presence or absence (e.g., thumb sucking every 5 minutes). |
| Duration Recording | Measures how long a behavior lasts (e.g., tantrum, practice, eating). |
| Latency Recording | Measures how long it takes to begin a behavior or task (e.g., start activity, get coat). |
| Interpretation of Overt Behavior | Understanding observed behavior can be influenced by observer biases; self-reflection is necessary to avoid misinterpretation. |
| ABC Procedure | Charts Antecedent, Behavior, and Consequence to understand reasons behind behavior; notes setting, triggers, actions, and responses. |
| Evaluation & Assessment Steps | Gather, Document, Summarize, Analyze, Interpret |
| Family Influences on Parenting | Culture, religion, family network, own childhood, age, protective factors, assigned parenting role |
| Family Challenges | Boundaries, roles, hierarchy, language barriers, religion, parental age, attitudes toward systems |
| Evaluator Challenges | Age, experience, knowledge, comfort with interviewing, personal attitudes and beliefs |
| Assessing a Child | Evaluator holds authority; child does not consent; data can be gathered without direct interaction |
| Assessing a Family Member | Evaluator holds authority; family may refuse or provide skewed responses |
| Parental Report | Caregivers provide information on a child’s strengths, weaknesses, likes, and dislikes; often needed when observation is insufficient |
| Reliability of Parental Report | Generally reliable; research supports accurate reporting despite potential bias |
| IDEA Part C Family-Directed Assessment | Voluntary, conducted by qualified personnel; identifies family resources, priorities, concerns, and supports to enhance child development; uses assessment tools and caregiver interviews |
| Family-Directed Assessment in EI | Voluntary, non-discriminatory, conducted in native language, by a multidisciplinary team |
| Routines-Based Interview (RBI) | Semi-structured interview to build relationships, understand child routines, and create functional outcomes |
| RBI Phases | Eco-mapping and interviewing family about daily routines |
| Eco-Mapping | Visual map of family’s connections to people and systems; identifies supportive or problematic relationships affecting child development |
| Quality Interviewing | Uses active listening, empathy, in-depth follow-ups, conversation management, proactive questions, and attention to non-verbal behavior |
| RBI Step 1: Beginning Statements | Introduce participants, assure voluntary participation, explain roles, allow stopping at any time |
| RBI Step 2: Identify Purpose | Explain the purpose of the interview to the parent, making sure they understand that routines will guide the discussion and help identify goals. |
| RBI Step 3: Gather Information from Routines | Ask about daily routines, who is present, what child is doing, take notes, rate satisfaction 1-5 |
| RBI Step 4: Gather Satisfaction with Routines | Ask family to rate how well each routine goes 1-5; repeat for all routines |
| RBI Step 5: Gather Concerns and Priorities | Ask about worries, desired changes, and true concerns affecting family life |
| RBI Step 6: Write Outcomes with Parent | List items the parent wants the team to address; use low satisfaction or low engagement routines if needed |
| Fidelity | The extent an evaluation or assessment is conducted as intended, following its design, methods, and quality standards |
Created by:
brimariie
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