COMPILING

DATA IN
ASSESSING A
CHILD OR ADULT
WITH SPECIAL
NEEDS
By: Rowena Mercado
2

DATA
Data Collection is the process of collecting and analyzing
information about your students’ performance. It can
COLLECTION include a variety of different types of data, such as test
scores, observation notes, and assessments. By collecting
and analyzing this data, you can get a clearer picture of what
your students are capable of and what areas they may need
extra support in. This information can help you make
informed decisions about how to best meet your students’
needs and track their progress over time.
1.
BACKGROUND
INFORMATION
4

Demographic Data
Helps provide a broad understanding of a student's background,
which can influence their learning experiences and needs.

○ Age Knowing the student's age is essential for

comparing their development to age-appropriate
milestones.

○ Gender can play a role in certain developmental and

educational trends.

○ Ethnicity Understanding cultural and linguistic

backgrounds helps in tailoring instruction and support
services.
5

Demographic Data
Helps provide a broad understanding of a student's background,
which can influence their learning experiences and needs.

○ Family background Information about

family structure, parents' education levels, and support
systems can impact the student's learning environment.

○ Socioeconomic Status Socioeconomic

factors such as household income, parental occupation,
and access to educational resources can affect a student's
opportunities and challenges.
“
Medical History
Provides insight into any health-related issues that might affect the student's
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learning and behavior.

○ Medical Conditions Any relevant medical conditions, medications, and
past treatments.

○ Medications Details about any medications the student is taking, including

dosage and possible side effects, are important for understanding their impact on
learning and behavior.

○ Past Treatments Information on previous medical treatments or therapies,

such as speech or occupational therapy, that may have been part of the student's care.
Educational History
7

Offers a comprehensive view of the student’s academic journey and help identify
patterns or gaps in their learning.

○ Previous School Placements Information about schools the student

has attended, including dates of attendance, types of programs (mainstream, special
education, etc.), and any significant transitions (e.g., moving to a new school).

○ Academic Achievements Records of grades, standardized test scores,

awards, and recognitions that provide a snapshot of the student's academic
performance and areas of strength.

○ Past Evaluations or Interventions Details about any prior

assessments, such as psychological evaluations, and the interventions or supports that
were implemented. This includes Individualized Education Plans (IEPs), 504 plans, and
any specialized instruction or services the student has received.
8

Methods
● Surveys and Questionnaires
● Enrollment Forms
● Interviews
● School Records
● Home Visits
● Community Data
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○ Confidentiality: Always prioritize the

confidentiality of personal information.
Key
Considerations
○ Sensitivity: Be mindful and respectful
when discussing sensitive topics.

○ Purpose: Tailor the level of detail and

specific information included based on the
purpose of the assessment or intervention.
○
2.
INITIAL
SCREENINGS
AND
REFERRALS
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Referral Forms
To gather information about a student's concerns from various perspectives. This
provides a comprehensive view of the student's challenges and strengths.

○ Teachers
○ Parents
○ Paraprofessional
“
Screening Tools
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Screening tools are brief assessments designed to identify

areas that may require further evaluation.
These tools are typically used as a preliminary step to
determine if a student needs a more comprehensive
assessment.
Behavioral
Screener
“ 13

SDQ ( Strength and Difficulties Questionnaire)

A brief emotional and behavioral screening
questionnaire for children and young people.
It exists in several versions to meet the needs of
researchers, clinicians and educationalists.
SDQ
( Strength and Difficulties
Questionnaire) “ 14
○
“
BESS ( Behavioral and Emotional Screening
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System)
Designed to assess behavioral and
emotional strengths and areas that
need support in children and
adolescents in preschool through
high school.
Academic Screener
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○ DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

Are a series of short tests given to children in kindergarten through eighth grade
to screen and monitor their progress in learning the necessary skills to become
successful readers.
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○ AIMSWEB (Achievement Improvement Monitoring
System)
Are a series of short tests given to children in kindergarten through eighth
grade to screen and monitor their progress in learning the necessary skills
to become successful readers.

.
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Developmental Screener
○ ESI-R (Early Screening Inventory - Revised)
I
Is a brief developmental
screening instrument designed
to be administered individually
to children ages 3 years and 5
months to 5 years 11 months. It
may identifies children who
may need specialized
instruction in order to perform
successfully in school.
.
ESI-R Early Screening Inventory
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ESI-R Early Screening Inventory 20
ESI-R Early Screening Inventory 21
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○ ASQ 3 (Ages and Stages Questionnaire)

Is a developmental screening
tool that pinpoints
developmental progress in
children between the ages of
one month to 5 ½ years. Paving
the way for meaningful next
steps in learning, intervention,
or monitoring.

.
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○ ASQ 3 (Ages and Stages Questionnaire)

.
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○ ASQ 3 (Ages and Stages Questionnaire)

.
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○ ASQ 3 (Ages and Stages Questionnaire)

.
3.
COMPREHENSIVE
ASSESSMENT
Standardized Test
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○ Cognitive Assessments
Wechsler Intelligence Scale for Children (WISC)
Stanford-Binet Intelligence Scales

○ Academic Assessments
Woodcock-Johnson Tests of Achievement
Peabody Individual Achievement Test (PIAT)

○ Developmental Assessment
Vineland Adaptive Behavior Scales
Bayley Scales of Infant and Toddler Development
Behavioral and Emotional 28

Assessment
○ Behavior Assessment System for
Children (BASC)

○ Child Behavior Checklist (CBCL)

Functional Behavior Assessment
1. Identifying the behavior
◦ Clearly define the behavior of concern in observable and
measurable terms.
◦ Collect baseline data to understand the frequency, intensity,
and duration of the behavior.

2. Gathering Information
◦ Use various methods such as interviews, observations, and
behavior rating scales to gather information about the behavior
and its context.
◦ Identify antecedents (triggers) and consequences that may be
maintaining the behavior.
3. Developing Hypotheses
◦ Formulate hypotheses about the function of the behavior
(e.g., to gain attention, avoid a task, seek sensory input).
◦ Formulate hypotheses about the function of the behavior
(e.g., to gain attention, avoid a task, seek sensory input).

4. Designing Interventions
◦ Develop intervention strategies that address the identified
function of the behavior.

5. Implementing and Monitoring

○ Implement the intervention plan and monitor its
effectiveness through ongoing data collection.
○ Adjust the intervention as needed based on the student's
progress.
1.
OBSERVATION
DATA
Classroom
Observation
“
● To gather information about the student's academic
performance, social interactions, and behavioral patterns in a
structured educational environment.

● To identify areas where the student may need additional

support or intervention
Methods:
● ANECDOTAL RECORDS
Anecdotal records are short,
“ 33

descriptive narratives of specific

incidents or behaviors observed in a
classroom setting.
3 RULES FOR NOTES:

1. CLEAR

2. CONCISE

3. FACTUAL
● CHECKLIST
“ 34
● CHECKLIST
“ 35
● TIME SAMPLING
“ 36
Naturalistic “
Observation
● To understand the student's behavior and interactions in
natural, everyday environments.

● To gather information that complements classroom

observations and provides a holistic view of the student's
functioning.
Methods:
● HOME OBSERVATION
“ 38

Observing the student during daily routines, interactions with family

members, and participation in household activities.

● Extracurricular Activities
Observing the student during activities like sports, music lessons, or social
groups to assess social skills, interests, and behavior in different contexts.

● Community Settings
Observing the student in settings such as parks, libraries, or community
centers to understand their behavior in less structured environments.
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THANK YOU
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https://www.sdqinfo.org/py/sdqinfo/b3.py?language=Englishqz(USA
)
REFERENCE https://www.amhocn.org/resources/nocc-measures/strengths-and-
difficulties-questionnaire-sdq
.
https://www.pearsonassessments.com/store/usassessments/en/Sto
re/Professional-Assessments/Academic-Learning/aimswebPlus/p/1
00000519.html
https://www.fullspedahead.com/data-collecting-frequently-asked-q
uestions/