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Measuring Child Outcomes in CSEFEL Demonstration Sites. Mary Louise Hemmeter Patricia Snyder Tweety Yates. Agenda. Review expectations related to measuring child outcomes in CSEFEL demonstration sites Review process for submitting data Review child outcome measures:

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Measuring child outcomes in csefel demonstration sites

Measuring Child Outcomes in CSEFEL Demonstration Sites

Mary Louise Hemmeter

Patricia Snyder

Tweety Yates


Agenda
Agenda

  • Review expectations related to measuring child outcomes in CSEFEL demonstration sites

  • Review process for submitting data

  • Review child outcome measures:

    • SSIS (ages 3 years and up)

    • ASQ-SE (below 3 years)

  • Ask and Answer Questions


Child measures purpose
Child Measures: Purpose

  • Provide information about how a program is doing toward supporting children’s social emotional development and addressing challenging behavior

  • Can be used to make decisions at the state, program, or classroom levels

  • Data on individual children should only be used to identify children who might need more support – neither tool is designed to be used for planning instructional programs


Child measures
Child Measures

  • Complete at two points in time – fall and spring

  • Complete after you have known the child 2 months

  • Send data to Vanderbilt de-identified – no child or teacher names should appear on the protocol (review data tracking form)

  • Data should be copied and then mailed via overnight carrier so that it can be tracked (address is included on a slide)

  • Vanderbilt will score and send summary reports


Send data to
Send Data to:

Alana Schnitz

CSEFEL Project

Vanderbilt University

230 Appleton Place

MRL Bldg., Rm 304

Nashville, TN  37203

Email Alana to alert her when you mail it: [email protected])

*keep a copy and ship with a tracking number


Ages and stages questionnaires social emotional asq se
Ages and Stages Questionnaires: Social-Emotional (ASQ-SE)

  • Authors: Squires, J., Bricker, D., & Twombly, E.

  • Publisher: Brookes http://www.pbrookes.com/store/books/squires-asqse/index.htm


Asq se general information
ASQ-SE: General Information

  • Screening tool

  • Social and emotional competence

    • Social and emotional behaviors

    • Item content addresses 7 behavioral areas

      • Self-regulation, compliance, communication, adaptive functioning, autonomy, affect, interaction with people

  • 3 to 66 months

  • CSEFEL will only use ASQ-SE for children < 3 years of age


Components of asq se
Components of ASQ-SE

  • ASQ-SE “box” (Starter Kit)

    • 8 questionnaires

      • 6, 12, 18, 24, 30, 36, 48, and 60 months

    • 8 corresponding scoring sheets

    • User’s Guide

    • CD-ROM with reproducible questionnaires

    • CSEFEL has provided each state with a disk from which you can print as many copies as needed

  • English and Spanish questionnaires available


Who completes asq se
Who Completes ASQ-SE?

  • For CSEFEL demonstration sites, the teacher or caregiver

  • Teachers or caregivers can complete the ASQ-SE; “however, it is important that caregivers have 15-20 hours per week of contact with the child before completing the ASQ-SE” (ASQ-SE User’s Guide, p. 25)

  • Time to Complete: 10 -15 min/questionnaire


Number of items by age level
Number of Items By Age Level

Table from: ASQ-SE User’s Guide


Administration
Administration

  • Administer questionnaire that is within 3 months on either side of child’s chronological age for 6, 12, 18, 24, and 30 month questionnaires

  • Administer questionnaire that is within 6 months on either side of the child’s chronological age for 36, 48, and 60 month questionnaires

  • NOTE: CSEFEL will use it only for children<3 years


Guidelines for questionnaire use
Guidelines for Questionnaire Use

Note: ASQ:SE questionnaires do not correct for prematurity


Asq item response format
ASQ Item-Response Format

  • Most of the time

    • Child doing the behavior most of the time, too much, or too often

  • Sometimes

    • Child doing the behavior occasionally but not consistently

  • Rarely or never

    • Child rarely performs the behavior or has never performed the behavior


Social skills improvement system rating scales ssis
Social Skills Improvement System Rating Scales(SSIS)

  • Authors: Gresham, F. M., & Elliott, S.N.

  • Publisher: Pearson

    http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa3400&Mode=summary


Ssis rating scales general information
SSIS Rating Scales: General Information

  • Screening and characterizing

  • Social skills and problem behaviors

    • Academic competence ≠ Preschool

  • Social skills

    • Communication, cooperation, assertion, responsibility, empathy, engagement, self-control

  • Problem behaviors

    • Externalizing, bullying, hyperactivity/inattention, internalizing, autism spectrum

  • 3:0 to 5:11 for preschool


Components of ssis rating scales
Components of SSIS Rating Scales

  • Rating Scales Manual**

  • Forms

    • Teacher form **

    • Parent Form

    • Student Form (Ages 8 – 12 years) – N/A

    • Student (Ages 13-18 years) sheets – N/A

  • Audio recordings (if needed) for raters who have reading or vision difficulties

  • Computer Software and Reports (ASSIST™ Scoring and Reporting System)

    ** = Needed for CSEFEL Demonstration Sites


Who completes ssis rating scale
Who Completes SSIS Rating Scale?

  • For CSEFEL demonstration sites, the teacher or caregiver

  • Recommend that teacher or caregiver have at least 2 months experience with the child

  • Parent form is available but will not be used for CSEFEL

  • Time to Complete: 15-20 min/rating scale


Administration1
Administration

  • Teacher or caregiver completes ratings using Teacher Form

  • Rater should be familiar with the Teacher Form

  • CSEFEL Demonstration Sites will use computer-entry forms

  • Teacher Form is used for all children age 3 and older


Ssis rating scale item response format
SSIS Rating Scale Item-Response Format

  • Frequency Ratings

    • Frequency of social skills and problem behaviors

    • 4-point scale

      • Never, Seldom, Often, Almost Always

  • Importance Ratings

    • Rater’s perceived value of the behaviors being assessed

    • Social skills items

    • 3-point scale

      • Not important, Important, Critical



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