• On a daily basis, the direct observation data, including trial-by-trial data, are helpful to determine the appropriateness of key teaching and treatment elements. These data can also help "drive" relatively short term changes in programming.

• The percentage of objectives mastered, and their corresponding developmental equivalent (the age at which typically developing children first demonstrate these skills) reveal the rate at which each child is progressing.

• Videotapes of the child in naturalistic settings provide yet another measure, though changes are often difficult to quantify. Structured Interviews with the child and family members also offer another perspective on treatment effectiveness.

• Yet another method involves looking at the results from standardized testing in the areas of cognitive abilities (IQ), speech and language, and adaptive functioning. All children receiving services from Therapeutic PATHWAYS participate in standardized testing prior to the start of treatment (baseline) and each year thereafter. Testing is typically performed by independent evaluators (Regional center or school personnel) and must be funded separately from treatment services.

Basic Protocol for Testing:

• Cognitive functioning/IQ (e.g., Bayley Scales of Infant Development - 2nd Edition, Wechsler Preschool and Primary Scales of Intelligence - Revised, Stanford Binet, Differential Ability Scales, etc.)

• Language development (e.g., One Word Expressive Vocabulary Test, One Word Receptive Vocabulary Test, Sequenced Inventory of Communication Development, Peabody Picture Vocabulary test - Revised, Preschool Scales of Language Development - 3rd Edition, etc.)

• Adaptive skills (e.g., Vineland, Developmental Profile II, etc.)

• Children ready for placement in general education settings such as kindergarten and first grade also begin to participate in achievement test batteries in reading, language, math, etc., at that time.

Why Yearly Standardized Testing?

• Provide objective information regarding the degree of benefit from intensive behavioral treatment to all interested parties, including school and Regional Center personnel

• Assist in making adjustments to the child's program

• Help identify the kind of school placement (i.e., general education classroom, Special Day Class, etc.) where the child will learn best