| (C) use various types of assessment and evaluation
procedures appropriately to identify students with disabilities and
to determine the presence of an educational need.
(g) Standard VI. The educational diagnostician selects,
administers, and interprets appropriate formal and informal assessments
and evaluations.
(1) The educational diagnostician knows and understands:
(A) basic terminology used in assessment and evaluation;
(B) standards for test reliability;
(C) standards for test validity;
(D) procedures used in standardizing assessment instruments;
(E) possible sources of test error;
(F) the meaning and use of basic statistical concepts
used in assessment and evaluation (e.g., standard error of measurement,
mean, standard deviation);
(G) uses and limitations of each type of assessment
instrument;
(H) uses and limitations of various types of assessment
data;
(I) procedures for screening, prereferral, including
RTI (e.g., response to intervention/multi-tiered support), referral,
and eligibility;
(J) the appropriate application and interpretation
of derived scores (e.g., standard scores, percentile ranks, age and
grade equivalents, stanines);
(K) the necessity of monitoring the progress of individuals
with disabilities;
(L) methods of academic and nonacademic (e.g., vocational,
transition, developmental, assistive technology) assessment and evaluation;
and
(M) methods of motor skills assessment.
(2) The educational diagnostician is able to:
(A) collaborate with families and other professionals
in the assessment and evaluation of individuals with disabilities;
(B) select and use assessment and evaluation materials
based on technical quality and individual student needs;
(C) score assessment and evaluation instruments accurately;
(D) create and maintain assessment reports;
(E) select or modify assessment procedures to ensure
nonbiased results;
(F) use a variety of observation techniques;
(G) assess and interpret information using formal/informal
instruments and procedures in the areas of cognitive/adaptive behavior
and academic skills;
(H) determine the need for further assessment in the
areas of language skills, physical skills, social/emotional behavior,
and assistive technology;
(I) determine a student's needs in various curricular
areas and make intervention, instructional, and transition planning
recommendations based on assessment and evaluation results;
(J) make recommendations based on assessment and evaluation
results;
(K) prepare assessment reports; and
(L) use performance data and information from teachers,
other professionals, individuals with disabilities, and parents/guardians
to make or suggest appropriate modifications and/or accommodations
within learning environments.
(h) Standard VII. The educational diagnostician understands
and applies knowledge of ethnic, linguistic, cultural, and socioeconomic
diversity and the significance of student diversity for evaluation,
planning, and instruction.
(1) The educational diagnostician knows and understands:
(A) issues related to definition and identification
procedures for individuals with disabilities, including individuals
from culturally and/or linguistically diverse backgrounds;
(B) characteristics and effects of the cultural and
environmental backgrounds of students and their families, including
cultural and linguistic diversity, socioeconomic diversity, abuse/neglect,
and substance abuse;
(C) issues related to the representation in special
education of populations that are culturally and linguistically diverse;
(D) ways in which native language and diversity may
affect evaluation; and
(E) strategies that are responsive to the diverse backgrounds
and particular disabilities of individuals in relation to evaluation,
programming, and placement.
(2) The educational diagnostician is able to:
(A) apply knowledge of cultural and linguistic factors
to make appropriate evaluation decisions and instructional recommendations
for individuals with disabilities; and
(B) recognize how student diversity and particular
disabilities may affect evaluation, programming, and placement and
use procedures that ensure nonbiased results.
(i) Standard VIII. The educational diagnostician knows
and demonstrates skills necessary for scheduling, time management,
and organization.
(1) The educational diagnostician knows and understands:
(A) time-management strategies and systems appropriate
for various educational situations and environments;
(B) legal and regulatory timelines, schedules, deadlines,
and reporting requirements; and
(C) methods for organizing, maintaining, accessing,
and storing records and information.
(2) The educational diagnostician is able to:
(A) select, adapt, or design forms to facilitate planning,
scheduling, and time management;
(B) maintain eligibility folders; and
(C) use technology appropriately to organize information
and schedules.
(j) Standard IX. The educational diagnostician addresses
students' behavioral and social interaction skills through appropriate
assessment, evaluation, planning, and instructional strategies.
(1) The educational diagnostician knows and understands:
(A) requirements and procedures for functional behavioral
assessment, manifestation determination review, and behavioral intervention
plans that incorporate positive behavioral supports and interventions;
(B) applicable laws, rules and regulations, and procedural
safeguards regarding the planning and implementation of behavioral
intervention plans for individuals with disabilities;
(C) ethical considerations inherent in behavior interventions;
(D) teacher attitudes and behaviors that influence
the behavior of individuals with disabilities;
(E) social skills needed for school, home, community,
and work environments;
(F) strategies for crisis prevention, intervention,
and management;
(G) strategies for preparing individuals to live productively
in a multiclass, multiethnic, multicultural, and multinational world;
and
(H) key concepts in behavior intervention (e.g., least
intrusive accommodations/ modifications within the learning environment,
reasonable expectations for social behavior, social skills curricula,
cognitive behavioral strategies).
(2) The educational diagnostician is able to:
(A) conduct functional behavioral assessments;
(B) assist in the development of behavioral intervention
plans; and
(C) participate in manifestation determination review.
(k) Standard X. The educational diagnostician knows
and understands appropriate curricula and instructional strategies
for individuals with disabilities.
(1) The educational diagnostician knows and understands:
(A) instructional strategies, technology tools and
applications, and curriculum materials for students with disabilities
within the continuum of services;
(B) varied learning styles of individuals with disabilities;
(C) curricula for the development of motor, cognitive,
academic, social, language, affective, career, and functional skills
for individuals with disabilities;
(D) techniques for accommodating and/or modifying instructional
methods and materials for individuals with disabilities;
(E) functional skills instruction relevant to transitioning
across environments (e.g., preschool to elementary school, school
to work);
(F) supports needed for integration into various program
placements; and
(G) individualized assessment strategies for instruction
(e.g., authentic assessment, contextual assessment, curriculum-based
assessment).
(2) The educational diagnostician is able to:
(A) interpret and use assessment and evaluation data
for instructional planning; and
(B) use assessment and evaluation, planning, and management
procedures that are appropriate in relation to student needs and the
instructional environment.
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