1. TUSCALOOSA, AL, US March 10 th, 2015 www.drjanvandijk.org 1 Dr. Jan van Dijk (prof. Emeritus ) ALABAMA INSTITUTE FOR DEAF AND BLIND’S

2. www.drjanvandijk.org 2 CHILD-GUIDED ASSESSMENTS Establishing Reliability of the van Dijk Framework for Assessing Children who are Deafblind Catherine Nelson, PhD, University of Utah Teresa Oster, M.Ed, University of Utah Marleen Janssen, PhD, University of Groningen

3. Problems with Traditional Assessments Child may have difficulty with test conditions Instruments may not adequately take into account sensory impairments Norm range of instruments may be insufficient www.drjanvandijk.org 3

4. Van Dijk Approach to Assessment Child-guided Fluid Looks at the processes children with multiple disabilities including sensory impairments use to learn and develop Assessment is summarized in terms of strengths and next steps for intervention www.drjanvandijk.org 4

5. Areas of the van Dijk Framework State maintenance and modulation Preferred learning channels Ability to learn, remember, and anticipate routines Accommodation of new experiences with existing schemes Problem solving approaches Social relationship formation www.drjanvandijk.org 5

6. Areas of Van Dijk Framework Attachment Communication modes www.drjanvandijk.org 6

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10. Evaluation Challenges No prescribed protocol No specific implementation order No set of testing materials Each assessment is unique No set interpretation scale www.drjanvandijk.org 10

11. Content-related Validity Extensive literature review of all of the assessment areas Has been used for over 20 years by Dr. Jan van Dijk as he assessed between 4000 and 5000 children Is currently used throughout Europe and the United States www.drjanvandijk.org 11

12. Evaluation of the Instrument Can practitioners implement the assessment with fidelity to elements considered crucial to its effectiveness? Can practitioners look at the same assessment and reliably come to similar conclusions? www.drjanvandijk.org 12

13. Fidelity Checklist Three experts in the field of deafblindness including Dr. Jan van Dijk will identify elements deemed crucial to effective implementation Fidelity of Implementation Checklist will be developed with behaviorally anchored questions such as: www.drjanvandijk.org 13

14. Fidelity Checklist Develop Fidelity of Implementation Checklist Include quality indicators for: Respecting the Caregiver Respecting the Child Following the Child’s lead Communicating with the child Utilizing Turn taking routines Creating of Enjoyable Routines www.drjanvandijk.org 14

15. Fidelity Utilization of Start-Stop within routines Adding a mismatch with expectations Returning to established routines in order to examine memory Creating Situations that allow for problem- solving Utilizing varying sensory channels www.drjanvandijk.org 15

16. Reliability Study 20 teachers and related service providers of children who are deafblind and/or have multiple disabilities attend training on van Dijk assessment and receive CD ROM on assessment Each of the 20 conduct and videotape 2 assessments (40 assessments total) Each of the assessments is scored by the teacher www.drjanvandijk.org 16

17. Reliability Study PI looks at all 40 of the assessments and scores for fidelity PI score all 40 assessments and compares with teacher scores to establish reliability Point by Point formula (Agreement divided by Agreement plus Disagreement) used to determine reliability Expert in deafblindness (Marleen Janssen) looks at ¼ of the assessments for fidelity and independently scores the assessments www.drjanvandijk.org 17

18. Reliability Study Research staff review all 40 assessments for fidelity Research staff reviews scoring of assessments for agreement with the comparison of scores www.drjanvandijk.org 18

19. Data to Date N = 18 Range of Fidelity: 35-100 Mean of Fidelity: 88% Range of Reliability:72-96 Mean of Reliability: 85% www.drjanvandijk.org 19

20. Future studies (1): Impact on child-outcomes: Do IEP/IFSPs generated for assessed children reflect child strengths and needs identified in the assessment? Is the assessment reflected in intervention plans Does implementation of the assessment results lead to developmental gains? www.drjanvandijk.org 20

21. Future studies (1): Impact on child-outcomes: Are environmental modifications and accommodations identified through the assessment accomplished? Does use of the assessment increase family satisfaction with their child’s education? www.drjanvandijk.org 21

22. The assessment of Cees An example to demonstrate the Van Dijk Framework for Assessing Children, on the basis of a video-clip, in stead of a live-assessment www.drjanvandijk.org 22

23. End Discussion www.drjanvandijk.org 23