1 / 11

TEAM APPROACH

TEAM APPROACH. Monica Egan KIN 582 West Chester University Graduate Studies. You Tube Link . LINK #1 - http://www.youtube.com/watch?v= CQkltKc9qnw LINK #2- http://www.youtube.com/watch?v= Hd9UWahHwEQ. Overview of Presentation.

jiro
Download Presentation

TEAM APPROACH

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEAM APPROACH Monica Egan KIN 582 West Chester University Graduate Studies

  2. You Tube Link • LINK #1 - http://www.youtube.com/watch?v=CQkltKc9qnw • LINK #2- http://www.youtube.com/watch?v=Hd9UWahHwEQ

  3. Overview of Presentation • After viewing the presentation & slide show, you will be able to understand: • How to prepare data & summarize the data • How to interpret the test results • Who is apart of the team approach • How the team works together to placing the assessments into action • How to write a Program Plan

  4. Working together

  5. Hypothetical Situation: Jack • Jack is a 7 year old boy who is visually impaired and has a mild cognitive impairment. • He is in a general P.E. class

  6. Preparing the Data • Before you can interpret the data obtained from the assessment, you must have the following: • Demographic Data • Referral Data • Background Data • Observational Data • Test Data • Functional Data • (page 190)

  7. Converting the Raw Scored • Raw scores converted allow for comparisons and further interpretation. • Examples: • Age Equivalent Scores • Grade Equivalent Scores • Percentiles • Standard • Stanines WHY?? – These scores provide a mean of comparing the student’s raw scores with a “normal distribution” of raw scores.

  8. Interpreting Test Results • After data collection, the results must determine which program, strategies, and resources must be used to help the student. • Pinpoint trends, patterns, or flags. = problem areas for student • Look for consistencies & inconsistencies from test • Look at disability & problem areas. • How do they influence each other? • Example: The current environment of both

  9. Interpreting the Results cont. • 2 or more standard deviations away from mean in the age-group expectancies require either adapted physical education or additional services. • Intervention • Physical Functioning outside of school • 4 levels (196-197)

  10. Team Decision Making • Parents, Teachers, Physical Education teacher, case managers, therapist. • Program-Planning meetings • Communication is key!! • Writing the Program Plan together • (page 199) • 5 Statements included • Page 203 = sample

  11. Sources • Horvat, Michael A., Martin E. Block, and Luke E. Kelly. Developmental and Adapted Physical Activity Assessment. Champaign, IL: Human Kinetics, 2007. Print.

More Related