Co-ordinator
Mw dr. C.A. Espin.
Content and Aims
This course is designed to develop knowledge and skills in designing, implementing, and evaluating of treatments for students with mild academic deficiencies, especially those with learning disabilities and/or emotional and behavioral disorders. Emphasis is placed on how to develop a progress measurement system in order to evaluate the learning and progress of student performance within educational and practical settings.
By the end of the course, students will:
Use the Data-based Intervention approach to build effective instructional programs.
Analyze and alter the following variables in the design and modification of instructional programs: activities, materials, grouping, motivation, physical arrangements, time.
Prepare a case report and present it in class.
Literature
Deno, S.L., & Mirkin, P. et al. (under revision). Procedures for developing and monitoring progress on IEP goals. Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
Busch, T. & Espin, C.A. (2003). Using curriculum-based measurement to prevent failure and assess learning in content areas. Assessment for Effective Intervention, 28, 49-58.
Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52 (3), 219-232.
Deno, S.L. (1990). Individual differences and individual difference: The essential difference of special education. The Journal of Special Education, 24, 160-173.
Espin, C.A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In Shinn, M.R. (Ed.), Advanced applications of curriculum-based measurement. New York: Guilford Publications.
Fuchs, L.S., Fuchs, D., & Maxwell, L. (1988). The validity of informal comprehension measures. Remedial and Special Education, 9, 20-28.
Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41, 121-139.
Lembke, E., & Espin, C.A. (2005). Curriculum based measurement: Using progress monitoring to affect change in the classroom. In G. D. Sideridis & T. A. Citro, (Eds.), Research to practice: Effective interventions in learning disabilities, (pp. 150-171). Boston, MA: LDW.
McMaster, K., & Espin, C.A. (2007). Literature synthesis on curriculum-based measurement in writing. Journal of Special Education, 41, 68-84.
Stecker, P.M., Fuchs, L.S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-819.
Wayman, M., Wallace, T., Wiley, H.I., Ticha, R., & Espin, C.A. (2007). Literature synthesis on curriculum-based measurement in reading. Journal of Special Education, 41, 85-120.
Examination
Exam and case-report.
Time table
Timetable Methodiek van handelingsplannen
Enrolment
U-Twist registration is a requirement for ALL courses and exams.
The deadline for course registration is 2 weeks before the first class; the deadline for exam registration is 1 week before the exam.
Attendance without registration is forbidden!