Group Title: functional analysis of the developmental assessment protocol for the severely handicapped /
Title: A Functional analysis of the developmental assessment protocol for the severely handicapped
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Permanent Link: http://ufdc.ufl.edu/UF00098853/00001
 Material Information
Title: A Functional analysis of the developmental assessment protocol for the severely handicapped
Physical Description: vii, 84 leaves : ; 28 cm.
Language: English
Creator: Venn, John Jeffrey, 1949- ( Dissertant )
Dykes, Mary K. ( Thesis advisor )
Algozzine, Robert F. ( Reviewer )
Forgnone, Charles J. ( Reviewer )
Joiner, James G. ( Reviewer )
Schwartz, Stuart E. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1978
Copyright Date: 1978
 Subjects
Subjects / Keywords: Developmentally disabled children   ( lcsh )
Special Education thesis Ph. D
Children with disabilities -- Psychological testing   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Abstract: The purpose of this study was to conduct a functional analysis of the Developmental Assessment Protocol for Severely Handicapped (DAPSH). The Developmental Assessment Protocol was designed as a screening and assessment instrument to be used to help pinpoint a child's present level of functioning in five behavioral domains. Through use of the DAPSH, a child's level of development may be ascertained in the areas of daily living skills, social/emotional behavior, sensory and motor function, language development, and academic ability. The protocol was designed to serve as a primary evaluation tool for initial and ongoing evaluation. Teaching tasks may be planned based on the child's functioning as measured by the protocol; therefore, the DAPSH is considered a tool for programming and intervention in addition to assessment. The study had two facets. Part one of the study was designed to investigate the internal consistency of the DAPSH and the relationship between the DAPSH and two other measures frequently used with severely handicapped children, either the Bayley Scales of Infant Development (Bayley) or the Developmental Activities Screening Inventory (DASI). Part two of the study was designed to examine the utility of the DAPSH in developing Individualized Educational Programs (IEPs) as mandated by Public Law 94-142. This portion of the study compared the programming components of IEPs written by two groups of teachers. Teachers in group one used the DAPSH as the evaluation tool. Teachers in group two used the Preschool Attainment Record (PAR) as the evaluation tool. The PAR has been a widely used evaluation instrument designed for assessing preschool children. According to the author of the PAR, the instrument provides a record of performance which may be used as a baseline for educational planning. Subjects for part one of the study were eight severely impaired/multiply handicapped children from two public school classrooms and seven severely impaired/multiply handicapped children from two classrooms in a residential institution for retarded individuals. Subjects for part two of the study were 28 special education teachers with experience in teaching severely impaired/multiply handicapped children. In part one of the study, the severely impaired/multiply handicapped students were tested by an experienced evaluator who used the DAPSH and either the Bayley or the DASI. Analysis of the data indicated that the age scores derived from the DAPSH were significantly related to the age scores derived from either the Bayley or the DASI. Analysis of the odd-even reliability of the items on the DAPSH provided initial evidence that the items on the DAPSH v/ere internally consistent, which is one measure of the reliability of an instrument. In part two of the study, the IEPs written by both groups of teachers were rated by professionals who had experience with severely impaired children. Analysis of the ratings indicated that there were no significant differences between the IEP ratings of the two groups of teachers. Further analysis provided evidence that three demographic factors, education, sex, and age, were significant predictors of IEP rating.
Thesis: Thesis--University of Florida.
Bibliography: Bibliography: leaves 68-73.
General Note: Typescript.
General Note: Vita.
Statement of Responsibility: by John Jeffrey Venn.
 Record Information
Bibliographic ID: UF00098853
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000074596
oclc - 04696041
notis - AAH9870

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