ࡱ>  >bjbj:: (PP6:r r 33333GGGG8cG9@g*!"!!!"""??????? BD?3"""""?%33!!4?%%%"$3!3!?%"?%%8339o9G$ 9p:l @09@29IE%IE(9%93T:"""r :   NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS REPORT ON CASE STUDY EVALUATION Reviewer: _______________________ ___ Initial Review ___ Second Review ___ Other Date of Review: Name of Applicant: City: State: SECTION I. (TO BE COMPLETED BY BOARD) Decision on Case Study: ___ Approved - Effective ___ Not Approved - Needs Development SECTION II. (TO BE COMPLETED BY REVIEWER) Summary of Strengths (Based on the rubric): Summary of Areas for Improvement (Based on the rubric): The determination of an effective/needs development case study is guided by whether it is both data driven and makes logical sense, rather than how many isolated elements are found to be effective. Section 1: Elements of an Effective Case Study EffectiveNeeds Development1.1 FORMCHECKBOX  Demographics of the case are adequately described (e.g., age, type of class/school, grade, SES, disability, etc.). FORMCHECKBOX  Demographic information does not include sufficient information.1.2 FORMCHECKBOX  Assessment, intervention, and/or consultation practices consider unique individual characteristics.  FORMCHECKBOX  Assessment, intervention, and/or consultation practices do not consider unique individual characteristics. 1.3 FORMCHECKBOX  Collaboration with relevant stakeholders (e.g., parents, teachers, and other professionals) is evident throughout the process. FORMCHECKBOX  Decisions regarding problem identification and intervention are made without consultation with relevant stakeholders. 1.4  FORMCHECKBOX  Steps of the problem-solving process are implemented coherently (i.e., sequential, goal directed, and flow logically based on evidence). FORMCHECKBOX  The steps of the problem-solving process are not followed. 1.5  FORMCHECKBOX  Professional practices of writing style, formatting, and graphing are present in the case study (i.e., clear succinct and well written text with clearly labeled graphs). FORMCHECKBOX  Errors in writing convention, style, and graphing interfere with readability and interpretation of data.1.6 FORMCHECKBOX  Personal identifying information of the case study subject is redacted from the report. FORMCHECKBOX  Personal identifying information is not redacted from the report.RATING FORMCHECKBOX  EFFECTIVE  FORMCHECKBOX  NEEDS DEVELOPMENT Comments: Section 2: Problem Identification EffectiveNeeds Development2.1 FORMCHECKBOX  Information is gathered from multiple sources (e.g., Record review, Interview, Observation, and Testing [RIOT]). FORMCHECKBOX  Data are not gathered from multiple sources.2.2 FORMCHECKBOX  The problem is operationally defined in observable, measurable terms (i.e., the referral concern is restated as an observable, measurable dependent variable). FORMCHECKBOX  The problem is not operationally defined. (e.g., it is reported as a categorical/descriptive cause such as Autism, Depression, ADHD; or terms such as aggression, anxiety or hyperactivity).2.3 FORMCHECKBOX  Expectations for the identified behavior are stated based upon an appropriate source for comparison (e.g., grade level standards, peer performance, normative data, etc.). FORMCHECKBOX  Expected performance is not based on an appropriate source for comparison or is not included OR  FORMCHECKBOX  The difference between actual and expected levels of performance is not explicitly stated.2.4 FORMCHECKBOX  Adequate baseline data are graphed to depict the discrepancy between the case's performance relative to an appropriate comparison.  FORMCHECKBOX  Baseline data are not graphed OR  FORMCHECKBOX  Baseline data include fewer than three data points OR  FORMCHECKBOX  Expected level of performance is not included in the graph (i.e., aimline or goal line).RATING FORMCHECKBOX  EFFECTIVE FORMCHECKBOX  NEEDS DEVELOPMENT Comments: Section 3: Problem Analysis EffectiveNeeds Development3.1 FORMCHECKBOX  The problem behavior is hypothesized as a skill or performance deficit AND  FORMCHECKBOX  Data are used to test the hypothesis.  FORMCHECKBOX  There is no hypothesis regarding skill or performance deficit. OR  FORMCHECKBOX  Data are not used to test the hypothesis3.2  FORMCHECKBOX  Additional hypotheses are formulated to address the problem across one or more of the following areas: curriculum, instruction, and environment.  FORMCHECKBOX  Multiple hypotheses are not developed OR  FORMCHECKBOX  Hypotheses are untestable.3.3 FORMCHECKBOX  Each hypothesis is stated in observable/measureable terms.  FORMCHECKBOX  Hypotheses are not stated in observable/measurable terms. 3.4 FORMCHECKBOX  Proposed hypotheses are empirically tested and/or other sources of data are used to confirm or reject each hypothesis. FORMCHECKBOX  Hypotheses are not tested or appropriate sources of data are not used to confirm or reject each hypothesis.3.5 FORMCHECKBOX  A conclusive statement following hypothesis testing and/or data collection is provided that formally describes the cause of the problem and informs intervention(s). FORMCHECKBOX  A conclusive statement formally describing the cause of the problem is not included OR  FORMCHECKBOX  Does not lead to a logical intervention.RATING FORMCHECKBOX  EFFECTIVE FORMCHECKBOX  NEEDS DEVELOPMENT Comments: Section 4: Intervention EffectiveNeeds Development4.1  FORMCHECKBOX  A single evidence-based intervention is implemented and linked to preceding sections.  FORMCHECKBOX  Intervention is not evidence-based. OR  FORMCHECKBOX  Is not linked to preceding sections OR  FORMCHECKBOX  Multiple interventions are implemented simultaneously.4.2 FORMCHECKBOX  Acceptability of the intervention by relevant stakeholders (e.g., caregivers, teachers, etc.) is verified. FORMCHECKBOX  Acceptability of the intervention by one or more stakeholders is not verified.4.3 FORMCHECKBOX  The intervention is replicable:  FORMCHECKBOX  Intervention components are clearly described (i.e., independent variable) AND  FORMCHECKBOX  Logistics are reported (e.g., who will implement, setting, duration and frequency of sessions, etc.)  FORMCHECKBOX  The intervention is not replicable:  FORMCHECKBOX  Intervention components are not described (i.e., independent variable) OR  FORMCHECKBOX  Logistics are missing (e.g., who will implement, setting, duration and frequency of sessions, etc.) 4.4Skill or performance goals are:  FORMCHECKBOX  Described using the same metric as the dependent variables AND  FORMCHECKBOX  Achievable based on research or other data.Skill or performance goals are:  FORMCHECKBOX  Described using a different metric as the dependent variables OR  FORMCHECKBOX  Not achievable or not linked to research or other data. Section 4: Intervention (Continued) EffectiveNeeds Development4.5 FORMCHECKBOX  Progress is monitored and graphed for data based decision making (formative evaluation).  FORMCHECKBOX  Progress is not monitored. OR  FORMCHECKBOX  Progress data are not graphed.4.6Treatment integrity/fidelity data are:  FORMCHECKBOX  Collected and reported AND  FORMCHECKBOX  Used in the interpretation of intervention efficacy.Treatment integrity/fidelity data are not:  FORMCHECKBOX  Collected or reported OR  FORMCHECKBOX  Used to describe intervention efficacy.RATING FORMCHECKBOX  EFFECTIVE FORMCHECKBOX  NEEDS DEVELOPMENT Comments: Section 5: Evaluation (Summative) EffectiveNeeds Development5.1 FORMCHECKBOX  A single graph is depicted for the target behavior and includes the following elements:  FORMCHECKBOX  Baseline data AND  FORMCHECKBOX  Goal/Target indicator or aim line AND  FORMCHECKBOX  Treatment/progress monitoring data with a trend line. FORMCHECKBOX  A single target behavior is presented on multiple graphs, or relevant graphs are not included. The following components are not included in the graph:  FORMCHECKBOX  Baseline data OR  FORMCHECKBOX  Goal/Target indicator or aim line OR  FORMCHECKBOX  Treatment/progress monitoring data with a trend line.5.2 FORMCHECKBOX  Adequate intervention data (i.e., typically 7 data points) are collected to demonstrate level and/or trend under intervention conditions. FORMCHECKBOX  Insufficient data are collected to meaningfully interpret the results of the intervention.5.3 FORMCHECKBOX  Visual analysis of the level, trend and variability and/or statistical analyses (e.g., effect size) demonstrate that the intervention was effective.  FORMCHECKBOX  Visual or statistical analyses were not used OR  FORMCHECKBOX  The Intervention was ineffective. 5.4 FORMCHECKBOX  Strategies for generalizing outcomes to other settings are described. FORMCHECKBOX  Strategies for generalizing outcomes to other settings are not described.5.5 FORMCHECKBOX  Strategies for follow-up are developed.  FORMCHECKBOX  Strategies for follow-up are not developed.RATING FORMCHECKBOX  EFFECTIVE FORMCHECKBOX  NEEDS DEVELOPMENT Comments: INDIVIDUAL REVIEWER FEEDBACK ON THE CASE STUDY Name of Reviewer: Approximate Time Spent Reviewing Case Study exclusive of Portfolio: Did you confer with the other reviewer(s) prior to submitting this review? Yes No How clearly does this case study demonstrate competency in the ten NASP domains? Not At All Clear Very Clearly 1 2 3 4 5 Comments to Certification Board regarding this applicant or this case study review (optional): Recommendations, questions, or concerns regarding the case study review process in general (optional): Recommended Reading Burns, M. K. (2010). Formative evaluation in school psychology: Fully informing the instructional process. School Psychology Forum: Research in Practice, 4, 22-33. Christ, T.J. (2014). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.),Best practices in school psychologyV (pp. 159-176). Bethesda, MD: National Association of School Psychologists. Daly, III, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574. Eckert, T. L., Dunn, E. K., Rosenblatt, M. A., & Truckenmiller, A. J. (2008). Identifying effective school-based reading interventions: A review of the brief experimental analysis literature. School Psychology Forum: Research in Practice, 2, 16-28. Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real world settings. School Psychology Forum: Research in Practice, 2, 1-15. Hixson, M., Christ, T. J., & Bradley-Johnson, B. (2014). Best practices in the analysis of progress-monitoring data and decision making. Best practices in school psychology V (pp. 2133-2146). Washington, DC: National Association of School Psychologists. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. Howell, K. W., Hosp, J. L., & Kurns, S. (2014). Best practices in curriculum-based evaluations. In A Thomas & J Grimes (Eds.). Best practices in school psychology V (pp. 349-362). Bethesda, MD: National Association of School Psychologists. Hunley, S., and McNamara, K (2010) Tier 3 of the RTI Model Problem Solving Through a Case Study ApproachThousand Oaks, CA: Corwin andBethesda,MD: National Association of School Psychologists. Jones, K. M., & Wickstrom, K. F. (2010). Using functional assessment to select behavioral interventions. In G. Peacock, R. A. Ervin, E. J. Daly III, & K. W. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st century (pp. 192 210). New York: The Guilford Press. Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M. & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website:  HYPERLINK "http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf" http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf. Mascolo, J. T., Alfonso, V. C., & Flanagan, D. P. (2014). Essentials of planning, selecting, and tailoring interventions for unique learners. Hoboken, NJ: John Wiley & Sons. Methe, S. A., & Riley-Tillman, T. C. (2008). An informed approach to selecting and designing early mathematics interventions. School Psychology Forum: Research in Practice, 2, 29-41. Riley-Tillman, T. C., & Walcott, C. M. (2007). Using baseline logic to maximize the value of educational interventions. School Psychology Forum: Research in Practice, 1, 87-97. Upah, K. R. F. (2014). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 209 - 224). Washington, DC: National Association of School Psychologists. VanDerHeyden, A. M., & Witt, J. C. (2014). Best practices in cant do/wont do assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 131 - 140). Washington, DC: National Association of School Psychologists. Zaslofsky, A. F., & Volpe, R. J. (2010). Graphing single-case data in Microsoft Excel 2007. School Psychology Forum: Research in Practice, 4, 15-24.     PAGE  PAGE 1 Revised August, 2015 v  ! _ ` m y      ' ( , - ; < = Iࠔwwhwhw`\Q`jh{Uh{jh{Uh79h{CJOJQJaJh79h{5CJOJQJaJh{5CJOJQJaJh79h{5OJQJh{5OJQJ%h79h{56>*CJOJQJaJ"h79h{56CJOJQJaJ"h79h{5>*CJOJQJaJh79h{CJOJQJaJh79h{5CJOJQJaJ-MNpq  ! : _ ` m gd{$a$gd{            x$Ifgd{$a$gd{gd{  ' $ o@hgxx$If]h^g`a$gd{$Esxx$If]E^`sa$gd{' ( , L>! 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