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Curriculum-Based Assessment in PT

Courses & Consultation

Consultation: Are you a budding precision teacher or parent looking to employ these techniques with your learners?  Need some direction and feedback to strengthen and sharpen your skills?  Need assessments and curricula to aid in your practice?  Check out our available packages to help you get started or enhance your precision teaching experience!

 

Courses: These courses are created for particular audiences.  Please attend to the labels of each course to see if it is suited for you.  For practitioners who are seeking courses to fulfill CEU requirements, additional "homework" will be required to receive your certificate.  Please attend to the homework specifics at the end of each course to ensure your certificate distribution.

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Curriculum-Based Assessment in PT

CBA Button.png
CBA Button.png

Curriculum-Based Assessment in PT

50.00

This web-class presents one way to create a PT-CBA. By linking up the curricular standards and predicted fluency aims, one can create a PT-friendly CBA that is administered prior to intervention and frequently administered to globally evaluate progress.  Further, other various assessments are briefly described in form and function that PLTC utilizes in addition to their in-house created CBA.

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Abstract:

Curriculum-based assessments (CBA) are prolific in special education.  They guide instruction and interventions (Bagnato, Neisworth, & Capone, 1986) and are more preferred as assessment tools to school psychologists than norm-referenced and experimental analysis assessments (Chafouleas, Riley-Tillman, & Eckert, 2003).  Further, they seem to blend the best aspects of our two worlds: behavior analysis and education.  In behavior analysis, BCBAs have an ethical responsibility to assess prior to providing treatment for behaviors, including acquisition skills (Bailey & Burch, 2011).  While these assessments are also delivered during treatment, some well-used assessments are administered twice a year, at most.  In education, standardized assessments are deemed “high-stakes” because it is administered only once, towards the end of instruction (e.g., the school year).  Student progress is individually evaluated and then compared to his/her peers.  CBAs, on the other hand, utilize a frequent “test-teach-test approach” (Bagnato, Neisworth, & Capone, 1986) where the learner’s progress is evaluated with respect to his/her own data, placement within curricula, and other learners’ data (Jones, Southern, & Brigham, 1998).  These data, then, guide the teacher to make data-based decisions about instruction and intervention at the individual or class level.  The current web-class presents one approach of creating and utilizing a CBA in precision teaching (PT).  By linking up the curricular standards and predicted fluency aims, one can create a PT-friendly CBA that is administered prior to intervention and frequently administered to globally evaluate progress.  Further, other various assessments are briefly described in form and function that Precision Teaching Learning Center utilizes in addition to their in-house created CBA.

Behavioral objectives include:

1) identify features of a curriculum-based assessment

2) run a curriculum-based assessment timing

3) link up predicted frequency aims to grade-level benchmarks

Attendance Procedure: active responding quizzes interjected throughout course – lack of participation or errorful responding will result in an incomplete course completion.

Course price: $100                                                Number of Type 2 CEUs: 2.0

Time: 1.5 hours of video/quiz completion, 0.5 hours of homework

Event Covers: Practice in Behavior Analysis, Education

Designed for: BCBAs, BCaBAs                        Level: Intermediate