asesmen permasalahan pendidikan
DESCRIPTION
Asesmen Permasalahan PendidikanKlasifikasi biasa digunakan untuk klinisi,merujuk kepada ragam layanan yangtersedia dan yang cocok. Diagnosis merujuk kepada identifikasipermasalahan dan penanganan yang akan dilakukan.Contoh gangguan jiwa adalah klasifikasi yangmerujuk pada layanan yang akan diberikan,sedangkan diagnosa ditujukan untukmencermati sistom, penyebab, yangdigunakan sebagai dasar untuk intervensiTRANSCRIPT
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Asesmen Permasalahan Pendidikan
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Classification and DiagnosisConcepts
Klasifikasi biasa digunakan untuk klinisi,merujuk kepada ragam layanan yangtersedia dan yang cocok.
Diagnosis merujuk kepada identifikasipermasalahan dan penanganan yang akandilakukan.
Contoh gangguan jiwa adalah klasifikasi yangmerujuk pada layanan yang akan diberikan,sedangkan diagnosa ditujukan untukmencermati sistom, penyebab, yangdigunakan sebagai dasar untuk intervensi
Klasifikasi biasa digunakan untuk klinisi,merujuk kepada ragam layanan yangtersedia dan yang cocok.
Diagnosis merujuk kepada identifikasipermasalahan dan penanganan yang akandilakukan.
Contoh gangguan jiwa adalah klasifikasi yangmerujuk pada layanan yang akan diberikan,sedangkan diagnosa ditujukan untukmencermati sistom, penyebab, yangdigunakan sebagai dasar untuk intervensi
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Categorical and DimensionalMethods
Categorical methods: dichotomous,inferential in nature, involving theidentifications of qualitative differencesin behavior that are based on clinicalobservation and careful history taking.Acuan yang digunakan DSM IV – TR,APA, 2000) dan Individuals withDisabilities Education Act (IDEA).
Categorical methods: dichotomous,inferential in nature, involving theidentifications of qualitative differencesin behavior that are based on clinicalobservation and careful history taking.Acuan yang digunakan DSM IV – TR,APA, 2000) dan Individuals withDisabilities Education Act (IDEA).
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Categorical and DimensionalMethods
Dimensional methods: are quantitativeand empirical in nature, adopting theassumption that there are a number ofbehavior traits that all individualspossess in varying degrees that existalong a continuum. Contohpengukurannya menggunakan behaviorrating scale
Dimensional methods: are quantitativeand empirical in nature, adopting theassumption that there are a number ofbehavior traits that all individualspossess in varying degrees that existalong a continuum. Contohpengukurannya menggunakan behaviorrating scale
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Psychiatric Diagnostic Classification
Metode kategorikal DSM-IV TR: Klasifikasi Psiaktri sangat diskrit, ada
tiga kategori utama Psychopathology:mental deficiency, functional disorders,and organic brain symptoms
Metode kategorikal DSM-IV TR: Klasifikasi Psiaktri sangat diskrit, ada
tiga kategori utama Psychopathology:mental deficiency, functional disorders,and organic brain symptoms
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Individuals with Disabilities EducationAct
Memuat definisi beragam disorders,yang terjadi pada anak-anak termasukdisini learning disabilities, mentalretardasi, dan emotional disturbance
Macam acuan: DSM IV-TR, IDEA,AAMR– American Association on MentalRetardation.
Memuat definisi beragam disorders,yang terjadi pada anak-anak termasukdisini learning disabilities, mentalretardasi, dan emotional disturbance
Macam acuan: DSM IV-TR, IDEA,AAMR– American Association on MentalRetardation.
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Dimensional Methods of Classification
Pendekatan ini berasumsi bahwa perilakutidak terjadi secara dikotomi, akan tetapiberlaku secara kontinum.
Model dimensi mengklasifikasi individuberdasarkan atribut kuantifikasi dangambaran terbaik atas perilaku (APA, 1994),misal deskripsi atas jawaban dari keluhanklien, tertinggal dari kompetensi yangseharusnya sudah dikuasai.
Pendekatan ini berasumsi bahwa perilakutidak terjadi secara dikotomi, akan tetapiberlaku secara kontinum.
Model dimensi mengklasifikasi individuberdasarkan atribut kuantifikasi dangambaran terbaik atas perilaku (APA, 1994),misal deskripsi atas jawaban dari keluhanklien, tertinggal dari kompetensi yangseharusnya sudah dikuasai.
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A Composite Diagnostic Model
1. Konstruk, diagnosis yang ditegakkanmempertimbangkan dasar teori, karenateori mempengaruhi penetapan metodeasesmen yang akan digunakan.
2.metode assessmen dipilihberdasarkan teori dan temuan ilmiahterkini, gunakan metode asesmenpsikometri.
1. Konstruk, diagnosis yang ditegakkanmempertimbangkan dasar teori, karenateori mempengaruhi penetapan metodeasesmen yang akan digunakan.
2.metode assessmen dipilihberdasarkan teori dan temuan ilmiahterkini, gunakan metode asesmenpsikometri.
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A Composite Diagnostic Model
Disorders akan lebih tepat disampaikansecara kuantitatif, metode yang digunakan:Behavior rating scale yang diisi oleh guru danorangtua. Self report inventories of constructsof interest such depression, anxiety,hyperactivity, inattention, conduct problems,tes kecerdasan, prestasi akademik, tesperilaku adaptive, yang berkaitan dengankompetensi dan skill perilaku tertentu.
Disorders akan lebih tepat disampaikansecara kuantitatif, metode yang digunakan:Behavior rating scale yang diisi oleh guru danorangtua. Self report inventories of constructsof interest such depression, anxiety,hyperactivity, inattention, conduct problems,tes kecerdasan, prestasi akademik, tesperilaku adaptive, yang berkaitan dengankompetensi dan skill perilaku tertentu.
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A Composite Diagnostic Model
Measures of individual symptoms and qualitativefactors associated with diagnosis could include:
Structure diagnostic interview schedules Unstructured or semi structured interviews and
mental status examination Collection of symptom, medical, educational,
cultural/linguistic , and other history . Classroom observations, structured observations
schedules, responses to projective stimuli, andclinical observations.
Laboratory assessment such as serum alcoholcontent and body weight.
Measures of individual symptoms and qualitativefactors associated with diagnosis could include:
Structure diagnostic interview schedules Unstructured or semi structured interviews and
mental status examination Collection of symptom, medical, educational,
cultural/linguistic , and other history . Classroom observations, structured observations
schedules, responses to projective stimuli, andclinical observations.
Laboratory assessment such as serum alcoholcontent and body weight.
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A Composite Diagnostic Model
3. data are compared to the knowndimensional and symptomcharacteristics of a disorder todetermine match or mismatch to the apriori theory of the disorder or to atemplate offered in a diagnostic system.
3. data are compared to the knowndimensional and symptomcharacteristics of a disorder todetermine match or mismatch to the apriori theory of the disorder or to atemplate offered in a diagnostic system.
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Interpretation of findings
Kamphaus and Frick (2002) mengemukakan 4tahap metode interpertasi:
1. assess core constructs/symptoms andseverity of same.
2. assess onset and developmental course 3. rule out alternative causes 4. rule in comorbidities
Kamphaus and Frick (2002) mengemukakan 4tahap metode interpertasi:
1. assess core constructs/symptoms andseverity of same.
2. assess onset and developmental course 3. rule out alternative causes 4. rule in comorbidities
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1.Assessing core constructs/symptoms and severity of same
Dimensional assessment dan categorical assessmentsaling melengkapi .
DSM (kategorical) menetapkan seberapa banyak,seberapa sering symptom muncul berdasarkankategori tertentu
Dimensional: mengetahui latent trait , karenainformasi ini akan menggambarkan long livedproblem, biasanya menggunakan informant ratingscales (Kamphaus dan Frick, 2002). ADHD, traitlatent meliputi: hiperaktivitas/impulsivitas, problematensi, conduct problems, depression, and anxiety.
Dimensional assessment dan categorical assessmentsaling melengkapi .
DSM (kategorical) menetapkan seberapa banyak,seberapa sering symptom muncul berdasarkankategori tertentu
Dimensional: mengetahui latent trait , karenainformasi ini akan menggambarkan long livedproblem, biasanya menggunakan informant ratingscales (Kamphaus dan Frick, 2002). ADHD, traitlatent meliputi: hiperaktivitas/impulsivitas, problematensi, conduct problems, depression, and anxiety.
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2.Onset and developmental course
Pengumpulan data sejarah baik secarakualitatif maupun kuantitatif.
Digunakan untuk mengklarifikasi hasiltes formal yang hasilnya positive,negative, malingering
Pengumpulan data sejarah baik secarakualitatif maupun kuantitatif.
Digunakan untuk mengklarifikasi hasiltes formal yang hasilnya positive,negative, malingering
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3. Rule out alternatives causes
Clinical depression traumatic braininjury
Some chemotherapies for child cancer Potential domains: family psychological,
social, medical, educational, andoccupational history, early childdevelopmental history, child behavioraland emotional history.
Clinical depression traumatic braininjury
Some chemotherapies for child cancer Potential domains: family psychological,
social, medical, educational, andoccupational history, early childdevelopmental history, child behavioraland emotional history.
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4. Rule in comorbidities
Comorbidity in medicine (jantung dan kanker)keluhan depresi, somatisasi, dikombinasi denganmental retardasi
Person oriented methods of assessment usingdimensional assessment measures (Caron andRutter, 1991), to describe the child’s adjustmentidiographically (“carving nature at its joints”). …fewchildren’s behavioral or emotional problems fit neatlyinto a single DSM box (DiStefano et al., 2003,Huberty et al., 1997; Kamphaus and DiStefano, 2001;Kamphaus et al., 1997, 1999).
Comorbidity in medicine (jantung dan kanker)keluhan depresi, somatisasi, dikombinasi denganmental retardasi
Person oriented methods of assessment usingdimensional assessment measures (Caron andRutter, 1991), to describe the child’s adjustmentidiographically (“carving nature at its joints”). …fewchildren’s behavioral or emotional problems fit neatlyinto a single DSM box (DiStefano et al., 2003,Huberty et al., 1997; Kamphaus and DiStefano, 2001;Kamphaus et al., 1997, 1999).
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Learning Disabilities
Constructs of interest: ruang lingkuplearning disabilities, kriteria diagnosis,prevalensi dari berbagai learningdisabilities, perkembangan penelitianmutakhir mengenai LD terkait denganbidang neuropsychological, dan disiplinilmu lain seperti bahasa, perkembanganinstrumen asesmen.
Constructs of interest: ruang lingkuplearning disabilities, kriteria diagnosis,prevalensi dari berbagai learningdisabilities, perkembangan penelitianmutakhir mengenai LD terkait denganbidang neuropsychological, dan disiplinilmu lain seperti bahasa, perkembanganinstrumen asesmen.
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Learning Disabilities
Diagnostic Standards: Panduan Individuals with Disabilities Education
Improvement Act of 2004 (IDEAI) …page 93 - 100 Assessment methods: IDEAI … page 101 – 103 Interpretations of findings : mengintegrasikan data
permasalahan akademik, prestasi belajar di sekolah,tes prestasi, sejauh mana akademik intervensi yangtelah diperoleh, dan berbagai prosedure asesmentantara lain melihat cognitive proses
Diagnostic Standards: Panduan Individuals with Disabilities Education
Improvement Act of 2004 (IDEAI) …page 93 - 100 Assessment methods: IDEAI … page 101 – 103 Interpretations of findings : mengintegrasikan data
permasalahan akademik, prestasi belajar di sekolah,tes prestasi, sejauh mana akademik intervensi yangtelah diperoleh, dan berbagai prosedure asesmentantara lain melihat cognitive proses
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Sumber referensi untuk menegakkandiagnosa
Kearney. CA. 2001. School Refusal Behavior in Youth, APA.Membahas sebab dan penangangan remaja pembolos
Robert R. Parkinson,. Jongsma. A.2006. The AddictionTreatment Planner, New Jersey: John Willey and Sons. Berbagaiaddiction, determinan penyebab dan penanganan.
Woody,RH. Voie. J., Susan.EPPS., 1992. School Psychology.Boston: Allyn and Bacon. Evolusi school psychology, perankeluarga, prosedure assessment dan intervensi
Lopez, S.J. and Snyder.C.R, 2003. Positive PsychologicalAssessment. APA
Rey. J, 2002. More Than Just the Blues , Understanding SeriousTeenage Problems. Sydney: Simon and Schuster. Permasalahanremaja, mood swings, bunuh diri, alcohol dll.
Smith, C.R. 1991. Learning Disabilities. The interaction oflearner, task and setting. Boston: Allyn and Bacon
Kearney. CA. 2001. School Refusal Behavior in Youth, APA.Membahas sebab dan penangangan remaja pembolos
Robert R. Parkinson,. Jongsma. A.2006. The AddictionTreatment Planner, New Jersey: John Willey and Sons. Berbagaiaddiction, determinan penyebab dan penanganan.
Woody,RH. Voie. J., Susan.EPPS., 1992. School Psychology.Boston: Allyn and Bacon. Evolusi school psychology, perankeluarga, prosedure assessment dan intervensi
Lopez, S.J. and Snyder.C.R, 2003. Positive PsychologicalAssessment. APA
Rey. J, 2002. More Than Just the Blues , Understanding SeriousTeenage Problems. Sydney: Simon and Schuster. Permasalahanremaja, mood swings, bunuh diri, alcohol dll.
Smith, C.R. 1991. Learning Disabilities. The interaction oflearner, task and setting. Boston: Allyn and Bacon
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Sumber bacaan
Randy W. Kamphaus and Jonathan M.Campbell. 2006. PsychodiagnosticAssessment of Children. Dimensionaland Categorical Approaches. NewJersey: John Willey and Sons
Randy W. Kamphaus and Jonathan M.Campbell. 2006. PsychodiagnosticAssessment of Children. Dimensionaland Categorical Approaches. NewJersey: John Willey and Sons