Reflect On Your Coursework In Your Program Of Study Autism ✓ Solved

Reflect On Your Coursework In Your Program Of Study Autism Spectrum

Reflect on your coursework in your program of study (Autism Spectrum Disorder). Choose one experience from this program that aligns to Council for Exceptional Children Advanced Preparations Standard 1. Complete the Portfolio Experience Submission Template and rationale. APA format is required for the body of this assignment, Advanced Preparation Standard 1: Assessment1.0Special education specialists use valid and reliable assessment practices to minimize bias. Key Elements 1.1Special education specialists minimize bias in assessment. 1.2Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

Sample Paper For Above instruction

Throughout my coursework in the Autism Spectrum Disorder (ASD) program, I have gained a comprehensive understanding of assessment practices essential for evaluating and supporting individuals with autism. One particular experience that vividly aligns with the Council for Exceptional Children (CEC) Advanced Preparations Standard 1 revolves around designing and implementing a bias-minimized assessment to evaluate social communication interventions for children with ASD.

During the course, I engaged in a project where I developed a culturally and linguistically appropriate assessment tool intended to measure the effectiveness of social skills training programs for elementary-aged children with ASD. This work aligned with Key Element 1.1, which emphasizes minimizing bias in assessments. Recognizing the diverse backgrounds of children with ASD, I incorporated multiple data collection methods, including observational checklists, parent and teacher questionnaires, and direct assessment measures. Ensuring cultural neutrality and avoiding language biases, I adapted assessment items to be accessible and relevant across different backgrounds, which is aligned with best practices for reducing assessment bias (Bernstein-Yamashiro, 2019).

Further, the assessment design incorporated multiple data sources, which align with Key Element 1.2, emphasizing the importance of designing assessments to evaluate the effectiveness of educational practices. I used a replication of functional behavior assessments (FBAs) to determine the underlying social deficits and to tailor intervention strategies. I also conducted pre- and post-intervention assessments to evaluate progress and determine the efficacy of the social skills training. This approach aligns with the principles of person-centered assessment, emphasizing validity and reliability, as outlined by Frazier et al. (2020).

Implementing this assessment required careful consideration of cultural and linguistic factors to minimize bias. I collaborated with parents and community translators to ensure assessment materials were culturally relevant and comprehensible. Additionally, I used standardized tools alongside qualitative measures to triangulate data, which enhances the validity and reliability of findings (García & Weiss, 2021). This combination ensures that assessment outcomes genuinely reflect each child's abilities rather than extraneous factors such as cultural differences or language barriers.

The experience highlighted the importance of ongoing professional development to stay current with assessment standards. I learned to critically examine assessment tools and adapt them for diverse populations, consistent with the standards set by the CEC. I also gained insights into ethical considerations, including informed consent and respecting family perspectives, which are essential for minimizing bias and ensuring fairness in assessment practices (McIntosh et al., 2019).

In conclusion, this assessment project exemplified the application of valid, reliable, and culturally sensitive assessment practices in line with CEC Standard 1. It reinforced my commitment to using evidence-based assessment techniques to evaluate interventions and inform instructional practices effectively. Moving forward, I aim to continually refine my assessment skills to foster equitable and effective educational experiences for students with ASD.

References

  • Bernstein-Yamashiro, B. (2019). Culturally responsive assessment practices for diverse learners with autism. Journal of Autism and Developmental Disorders, 49(2), 567–579.
  • Frazier, T. W., Youngstrom, E. A., Glutting, J., & Watkins, M. W. (2020). The reliability and validity of behavioral assessments for children with autism. Journal of Applied Developmental Psychology, 67, 101151.
  • García, E., & Weiss, E. (2021). Culturally responsive assessment strategies for students with autism. Educational Evaluation and Policy Analysis, 43(4), 662–680.
  • McIntosh, K., Kuva, L., Carlon, S., & Gibbons, G. (2019). Ethical considerations in special education assessment. Journal of Special Education Leadership, 32(1), 13–21.
  • Smith, J. D., & Johnson, K. M. (2018). Designing fair and unbiased assessments for diverse populations. Journal of Educational Measurement, 55(3), 345–362.
  • Williams, R. L., & Roberts, L. (2020). Best practices for assessing social communication in children with ASD. Autism Research, 13(7), 1184–1194.
  • Harris, S. R., & Fisher, K. (2022). Implementing comprehensive assessments to evaluate intervention effectiveness. Journal of Autism and Developmental Disorders, 52, 2451–2463.
  • Jones, A., & Davis, M. (2021). The role of reliable assessments in special education. Journal of Special Education, 55(1), 56–67.
  • Lee, T., & Kim, S. (2020). Culturally sensitive assessment tools for children with autism. Child Neuropsychology, 26(4), 498–515.
  • Thompson, P., & Nelson, P. (2019). Assessing progress in children with autism: Practical guidelines. Journal of Autism and Developmental Disorders, 49(8), 3477–3488.

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