ERIC Number: ED347731
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Representing Knowledge Base Diversity in an Expert System Designed To Anticipate Service Needs for Students with Disabilities.
Campeau, Peggie L.; And Others
This report on a project called Performance Assessment for Self-Sufficiency (PASS) covers activities conducted in the first stage of expert system development: the acquisition of knowledge to be used as the foundation for the expert system prototype. The project is developing an information system for anticipating the service needs of young persons with disabilities who are exiting from school; it involves having teachers provide information about the functional performance of students, and using expert system technology to convert teachers' assessments into useful information that special education and adult services agencies can use to anticipate service needs and to plan services. The data collection process uses the PASS instrument, which obtains teacher ratings of students in the areas of daily living, personal and social development, employment, and educational performance. This report focuses on the methodology used to acquire and embed the requisite expertise of recognized topic experts in the knowledge base and decision rules of the PASS expert system. The report outlines how the Delphi panel technique was used to acquire expertise from 31 topic experts, how a list of client characteristics associated with service needs under each of 16 service categories was generated, and how the results were used to structure the knowledge base for the system. Attachments include the PASS instrument, service categories and definitions, and examples of Delphi survey instruments. (JDD)
Descriptors: Computer Oriented Programs, Daily Living Skills, Data Collection, Decision Making, Delivery Systems, Delphi Technique, Disabilities, Expert Systems, High Schools, Human Services, Information Systems, Needs Assessment, Student Evaluation, Student Needs, Systems Development, Technology, Transitional Programs
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.