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 Equity in Assessments and Innovations in Behavior Analytic Tools |
| Monday, May 26, 2025 |
| 3:00 PM–3:50 PM |
| Convention Center, Street Level, 145 B |
| Area: EDC; Domain: Theory |
| Chair: Jared Van (Penn State University ) |
| CE Instructor: Jared Van, M.S. |
| Abstract: This symposium examines the role of behavior analysis in fostering equitable assessment practices and enhancing assessment tools. The first presentation explores how the Classroom Learning Screening (CLS) system ensures fairness by utilizing Precision Teaching to monitor student learning, offering a non-discriminatory framework for student progress. The second presentation highlights the revitalization of the REFER framework, an essential tool for conducting effective functional assessments and interventions. Together, the two presentations offer a comprehensive discussion on advancing equitable and scientifically sound practices in behavior analysis. The data from initial studies involving diverse educational settings and functional assessment environments demonstrate that these tools significantly enhance the accuracy and fairness of assessments. Preliminary results suggest that these innovations can greatly improve outcomes for all learners and clients, especially those from traditionally underserved communities. By focusing on measurable improvements and leveraging robust methodologies, these tools aim to set new standards for equity in behavioral assessment, ensuring that interventions are both effective and inclusive |
| Instruction Level: Intermediate |
| Keyword(s): behavior analysis, equity, functional assessment, precision teaching |
| Target Audience: Behavior analysts, educators, researchers, and practitioners interested in equitable assessment practices and behavior analytic tools. The symposium is suitable for professionals at intermediate to advanced experience levels. |
Learning Objectives: 1. Discuss how CLS minimizes socio-economic and cultural biases in educational assessments.
2. Explore how the revised REFER framework improves functional assessments.
3. Discuss practical applications of REFER in behavior analytic interventions. |
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| Equity in Assessments: Precision Teaching and the Classroom Learning Screening (CLS) |
| JARED VAN (Penn State University) |
| Abstract: The Classroom Learning Screening (CLS) system uses Precision Teaching to ensure equitable assessment by focusing on fluency—both accuracy and speed of responses—to provide an individualized measure of student progress. Traditional assessments often rely on fixed benchmarks, which may not account for all students' diverse backgrounds and learning needs, potentially introducing bias. In contrast, CLS emphasizes the ongoing measurement of a student's learning growth rather than static performance at a single point in time. This dynamic approach allows educators to track how students improve weekly, making adjustments to teaching methods as needed. By focusing on each student's progress, the CLS system ensures that assessments are fairer for all students, regardless of their cultural or linguistic backgrounds. This helps mitigate disparities that often emerge from traditional assessments, where students from underrepresented or disadvantaged groups may be unfairly judged by standards that don't reflect their unique learning trajectories. This fluency-based model offers a more nuanced view of student ability and helps educators identify and target specific learning needs, thus promoting more equitable and effective educational outcomes for all learners. |
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| Revitalizing the REFER: Enhancing Functional Assessments and Interventions |
| SAMONA DOEMAN (Penn State University) |
| Abstract: The REFER framework is a comprehensive screening tool designed to identify young children needing special education services by assessing key developmental skills. It evaluates children’s abilities in motor coordination, counting, and body awareness through simple, timed tasks. REFER is especially valuable for early intervention, helping educators and specialists identify children who may face academic or social challenges before those issues escalate. In this presentation, we will introduce the REFER framework, highlight its core components, and discuss recent updates that have improved its functionality and usability. These updates include revised screening protocols and a more streamlined administration process, all of which increase the accuracy and efficiency of assessments. We will also present field test data demonstrating how these improvements lead to more reliable results and better decision-making for early childhood interventions. Finally, we will explore the next steps in REFER's development, including plans for future testing and refinement to further solidify its role as a crucial tool in early childhood education and intervention. |
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