Intro Title Page Copyright Contents About the Authors Acknowledgments Introduction Step I. Understanding Assessment and Special Education Assessment Importance of Assessment Purpose of Assessment The Difference Between Testing and Assessment Role of the Education Professional in the Special Education Process Assessment and Federal Law Autism Deaf-Blindness Developmental Delay Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment Step II. Understanding and Identifying Students Who Might Exhibit a Disability Understand the Meaning of a "High Risk" Student High Risk Students: Determine the Severity of the Problem Understand How Tension Affects High Risk Students Become Familiar With Common Avoidance Behavior Patterns Exhibited by High Risk Students Often Selectively Forgets Forgets to Write Down Assignments Every Day Usually Takes Hours to Complete Homework Always Finishes Homework Very Quickly Cannot Seem to Get Started With Homework Frequently Brings Home Unfinished Classwork Consistently Leaves Long-Term Assignments Until the Last Minute Frequently Complains of Headaches, Stomachaches, and Other Physical Ailments Before or After School Often Exhibits Spotlight Behaviors Conclusions Step III. Understanding and Making a Referral to the Child Study Team Understand Your Role in the Referral Process Learn About the Membership of the CST Understand What Takes Place at the CST Meeting Learn About the Various Sources of Information Available on Your Student Permanent Record Folder Prior Academic Achievement Prior Test Scores.

Group Standardized Achievement Test Results Attendance Records Prior Teacher Reports Group IQ Test Information Prior Teacher Referrals Medical History in the School Nurse's Office Understand the Options of the CST Parent Interviews Medical Exam Hearing Test Vision Test Classroom Management Techniques Help Classes Remedial Reading or Math Services In-School Counseling Progress Reports Disciplinary Action Change of Program Consolidation of Program Referral to Student Protective Services Conclusions Step IV. Understanding and Obtaining Parental Informed Consent for Assessment Step V. Understanding the Requirements of an Evaluation for a Suspected Disability Step VI. Understanding the MDT and the Comprehensive Assessment Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team Understand the Membership of the MDT School Psychologist School Nurse Classroom Teacher School Social Worker Special Education Teacher Educational Diagnostician Physical Therapist Behavioral Consultant Speech-Language Pathologist Audiologist Occupational Therapist Guidance Counselor Parents Step VII. Understanding the Various Methods of Assessment Options Available to the MDT What Is a Comprehensive Assessment? What Is Norm-Referenced Testing? Norm-Referenced Tests What Are the Informal Assessment Methods Available to the MDT? Criterion-Referenced Tests Ecological Assessment Curriculum-Based Assessment and Curricululm-Based Measurement Portfolio Assessment Authentic Assessment Task Analysis Outcome-Based Assessment Learning Styles Assessment Primary Areas of Assessment Intelligence Language Perceptual Abilities Visual-Perceptual Ability.

Auditory-Perceptual Ability Perceptual-Motor Ability Attention Academic Achievement Reading Mathematics Written Language Behavior and Emotional and Social Development Assessing Problem Behavior Assessing Adaptive Behavior Assessing Emotional and Social Development Conclusions Step VIII. Understanding Basic Statistics and Scoring Terminology Used in Assessment Age Equivalent Alternate Forms Reliability Concurrent Validity Construct Validity Content Validity Correlation Criterion-Related Validity Grade Equivalent Interrater Reliability Mean Median Mode Range Percentile Rank Predictive Validity Raw Scores Reliability Reliability Coefficients Scaled Scores Split-Half Reliability or Internal Consistency Standard Deviation Standard Error of Measurement Standard Scores Stanine Test-Retest Reliability T Scores Validity z Scores Conclusions Step IX. Understanding Students' Behavior During the Assessment Process Understand the Possible Effects of Examiner Variables Understand How to Observe Overt Signs of Tension Understand Behaviors That Are Observed … … in the Initial Adjustment to the Assessment Process … in the Student's Spoken Interactions With the Evaluator … in the Student's Attempt to Adapt to the Requirements of the Assessment Process … in the Amount and Type of Effort Shown During the Assessment Process … in the Student's Handling of Time Factors During the Assessment Process … by the Types of Responses Made During the Assessment Process Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process Conclusions Step X. Understanding the Components of a Professional Evaluation Report.

Practical Guidelines for Writing a Professional Evaluation Report Always Write in the Third Person Single-Space the Report to Condense the Length Bold or Italicize New Sections, and Separate Them by Skipping Two Lines Check for Spelling and Grammar Understand the Components of the Report Identifying Data Reason for Referral Background History Behavioral Observations Tests and Procedures Administered Test Results Steps for Writing Test Results Step 1: Write the Name of the Test Step 2: Create a Table for Each Test Step 3: Write a Brief Statement About What Each Subtest Measures Step 4: Report the Student's Standard Score, Classification, and Percentile for Each Subtest Step 5: Make a Statement Regarding Something to Note About the Student's Performance on Each Subtest Conclusions Section Recommendations Section Step XI. Understanding What Is Required for a Presentation to the IEP Committee Concluding Thoughts Glossary References and Suggested Readings Index.

An ideal step-by-step reference for instructors who have not had specific training in assessing students with special needs, Understanding Assessment in the Special Education Process helps educators make the most effective use of available assessment options.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.