SPED 311 Curriculum Based Assessment II

Name: Tiffany Steggink

Date: April 7, 2016
School/Setting: Rudder High School, Life Skills

On my honor, as an Aggie, I have neither given nor received unauthorized

aid on this academic work.
Signature____________________________________________

Description of Student
Jake is a 17 year-old male who is currently a sophomore in a Life Skills classroom
because of significant challenges produced by Down syndrome. Therefore, meeting the
eligibility of IDEA with an Intellectual disability. Cognitive and academic skills are in the subaverage range. He knows numbers 1 through 12, and has an interest in counting money. He
knows initial constant letter sounds and can read simple 3-4 word sentences. Jake can identify
most shapes and colors. His general intellectual functioning is concurrent with impairments in
adaptive abilities in the areas of social/interpersonal skills. Self-direction, and self-care. Jake has
difficulties dressing himself completely, often placing items on incorrectly. Jake also has
difficulties determining and expressing his interests. Socially, he interacts with peers in his class
only when another student initiates conversation. After conversation is initiated he will
participate at what seems to be typical for his age and surrounding peer group. Jake learns well
when given a task and step-by-step instructions on how to complete a task. Physical and verbal
cues aid in the learning process but should be slowly retracted to be less intrusive in order to
obtain independent practice.
Objective
TEK: Principles of Human Services 1.E
Knowledge and skills.
(1) The student demonstrates personal characteristics for success in high-skill, high-wage, or
high-demand careers. The student is expected to:
(E) analyze the significance of grooming and appearance in personal and professional
settings;

Objective: Given a cap, polo shirt, belt, pants, socks, shoes, and name badge, Jake will properly
dress for work independently, getting 7 out of 7 elements correct in 2 out of 3 trials.
Measurement Tool
Directions: Place cap, polo shirt, belt, pants, socks, shoes, and name badge separately on
a table. Ask Jake to get dressed for work. Record the students actions in accordance with the
elements criteria and legend below.
Elements

Trial 1

Trial 2

Trial 3

Cap: bill forward, securely on head

Total
Correct
/3

Polo Shirt: right side out, buttons on front, collar down

/3

Belt: Through all loops, right side out, buckle facing out and
centered, excess belt tucked in
Pants: Right side out, zipped all the way up and buttoned,
zipper and button on front.
Socks: Right side out, securely on feet.

/3

Shoes: securely on feet and tied, placed on correct feet.

/3

Name Badge: Securely fastened on right side, straight, right

side up.
Total Correct (independently)

/3

+ = yes, independently
~ = partial, self-correction, one verbal or physical prompt

- = incorrect, more than one prompt

/3
/3

/7

/7

/7

Jakes results over three trials administered within a three day period.

Elements

Trial 1

Trial 2

Trial 3

Cap: bill forward, securely on head

Total
Correct
3/3

Polo Shirt: right side out, buttons on front, collar down

2/3

Belt: Through all loops, right side out, buckle facing out and
centered, excess belt tucked in
Pants: Right side out, zipped all the way up and buttoned,
zipper and button on front.
Socks: Right side out, securely on feet.

0/3

0/3

3/3

Shoes: securely on feet and tied, placed on correct feet.

3/3

Name Badge: Securely fastened on right side, straight, right

side up.
Total Correct (independently)

0/3

3/7

4/7

4/7

+ = yes, independently
~ = partial, self-correction, one verbal or physical prompt
- = incorrect, more than one prompt

Administration Discussion
I administered the CBM three times within a period of three days. I followed the written
directions seen above and recorded the students actions according to the measurement rubric
and legend. I placed all seven articles of clothing needed for Jake to properly dress for work on
the table and instructed him to get dressed for work. Jake then proceeded to get dressed in all
elements presented. Scoring was conducted following each element. Overall, the implementation
and the recording of the measurement went as expected.

A strength of this assessment is that the recording is well organized and the specific
criteria for each clothing item makes it easy and practical to measure. After conducting the CBM,
a weakness that I found was that it was difficult to know exactly what constituted as a selfcorrection. I also found it difficult to know when it would be appropriate to give a prompt. In
order to increase the inter-rater reliability of this test, it would be beneficial to define when a
prompt should be given (for example: after 30 seconds of no student response or movement).
This would increase the accuracy of differentiating between when to score an element as partial
or incorrect.
Discussion with Mentor
After talking to my mentor teacher, we came to the consensus that the results were
similar to what we had expected. Reflecting on previous instruction and assessments, Jake
portrays difficulties with skills that demand fine motor use of his hands. In all three trials, Jake
was able to independently put on his socks, shoes, and cap. The measurement showed him to
have more difficulty when it came to putting on clothing items that required more attention to
detail, time, and fine motor skills such as buttoning, zippering, and looping. Specifically, my
mentor teacher commented on how he found the use of a hybrid for my CBM was appropriate
for what was being measured. My mentor teacher also mentioned that conducting this assessment
allowed him to see what elements we need to focus on to make sure Jake is proficient in
independently dressing for work. Following this assessment, we discussed that future teaching of
getting dressed for Jake should be geared towards refining his emerging fine motor skills.
Future Teaching
The focus of future teaching in the next few days or weeks should be on practicing fine
motor skills. This can be done by utilizing different manipulatives and generalizing the tasks in

different contexts. For example, buttoning different sized buttons on a variety of mediums such
as shirts and pants, including dress shirts and pants and casual shirts and pants. When first
introducing these tasks, Jake should be informed of the purpose and application to the real world.
Following the introduction, the task should be modeled, an opportunity for guided practice with
needed prompts (starting with the least intrusive), and a task-based assessment should be
provided. Additionally, it would be beneficial to increase Jakes opportunities to engage in fine
motor tasks throughout the school week.