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Assessing Learners with Special Needs : An Applied Approach

ISBN: 9780131179905 | 013117990X
Edition: 6th
Format: Paperback
Publisher: PRENTICE HALL SCHOOL GROUP
Pub. Date: 1/1/2009

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SummaryTable of Contents
This top-selling book continues its focus of showing teachers how to do formal and informal assessments in the classroom using practical examples to explain difficult concepts. This book encourages the reader to apply the content to the activities in the book. The fifth edition of Assessing Learners with Special Needs: An Applied Approach includes the latest information on the reauthorization of IDEA, NCLB and the most recent regulations. It also includes more information on informal assessments, functional assessment and positive behavior support and intervention, as well as more discussion on culturally and linguistically diverse students. K-12 Special Education and General Education Teachers.
PART 1 Introduction to Assessment
1(90)
An Introduction
2(34)
Assessment: A Necessary Part of Teaching
... MORE		3(2)
Traditional and Contemporary Models of Assessment
5(7)
Prereferral
9(3)
Problems with Traditional Assessment
12(1)
Contemporary Model of Assessment
13(2)
Evaluating Student Progress in the Classroom
15(4)
Designing an Assessment Plan
19(7)
The Comprehensive Evaluation
23(3)
Assessing The Whole Child: Cultural Considerations
26(3)
Chapter Summary
29(2)
References
31(5)
Laws, Ethics, and Issues
36(55)
The Law: Public Law 94-142 and IDEA
37(3)
IDEA and Assessment
40(10)
Initial Evaluations
40(1)
Parental Consent
41(2)
Nondiscriminatory Assessment
43(7)
Evaluating Children with Specific Learning Disabilities
50(1)
Meeting the Needs of Persons with Attention Disorders
51(1)
IEP Team Evaluation
51(4)
Determining Eligibility
55(2)
Parent Participation
57(1)
Developing the Individualized Education Program
57(5)
Transition Services
62(1)
Due Process
63(1)
Impartial Due Process Hearing
64(1)
Section 504
65(2)
Research and Issues Concerning Idea
67(2)
Issues of Nondiscriminatory Assessment
69(4)
The Multidisciplinary Team and the Decision-Making Process
73(1)
Least Restrictive Environment
73(3)
Impartial Hearings
76(1)
Ethics and Standards
77(6)
Chapter Summary
83(3)
References
86(5)
PART 2 Technical Prerequisites of Understanding Assessment
91(54)
Descriptive Statistics
92(24)
Why Is Measurement Important?
93(2)
Getting Meaning from Numbers
95(1)
Review of Numerical Scales
95(1)
Descriptive Statistics
96(1)
Measures of Central Tendency
97(1)
Average Performance
98(4)
Measures of Dispersion
102(4)
Standard Deviation
105(1)
Standard Deviation and the Normal Distribution
106(1)
Mean Differences
106(1)
Skewed Distributions
107(1)
Types of Scores
108(6)
References
114(2)
Reliability and Validity
116(29)
Reliability and Validity in Assessment
117(1)
Correlation
118(4)
Positive Correlation
118(2)
Negative Correlation
120(1)
No Correlation
121(1)
Methods of Measuring Reliability
122(3)
Test-Retest Reliability
122(1)
Equivalent Forms of Reliability
123(1)
Internal Consistency Measures
124(1)
Interrater Reliability
125(1)
Which Type of Reliability Is the Best?
125(1)
Reliability for Different Groups
126(1)
Standard Error of Measurement
126(7)
Estimated True Scores
133(2)
Test Validity
135(4)
Criterion Related Validity
135(1)
Content Validity
136(1)
Construct Validity
137(1)
Validity of Tests versus Validity of Test Use
138(1)
Reliability versus Validity
139(3)
References
142(3)
PART 3 Assessing Students
145(254)
Curriculum-Based Assessment and Other Informal Measures
146(44)
Curriculum-Based Measurement
147(12)
How to Construct and Administer Curriculum-Based Measurements
148(8)
Review of Research on Curriculum-Based Measurement
156(3)
Cautions
159(1)
Criterion-Referenced Assessment
159(7)
The Brigance Inventories
160(4)
Teacher-Made Criterion-Referenced Tests
164(2)
Task Analysis and Error Analysis
166(2)
Teacher-Made Tests
168(1)
Other Informal Methods of Academic Assessment
169(13)
Informal Assessment of Reading
172(2)
Informal Assessment of Mathematics
174(1)
Informal Assessment of Spelling
175(1)
Informal Assessment of Written Language
175(2)
Performance Assessment and Authentic Assessment
177(1)
Portfolio Assessment
178(4)
Informal and Formal Assessment Methods
182(1)
Problems of Norm-Referenced Assessment
182(3)
References
185(5)
Assessment of Behavior
190(38)
Requirements of the 1997 IDEA Amendments
191(2)
Functional Behavioral Assessments
193(7)
Direct Observation Techniques
194(1)
Antecedents
195(1)
Anecdotal Recording
195(1)
Event Recording
196(1)
Time Sampling
197(2)
Interval Recording
199(1)
Duration Recording
199(1)
Latency Recording
199(1)
Interresponse Time
200(1)
Structured Classroom Observations
200(2)
Child Behavior Checklist: Direct Observation Form, Revised Edition
200(2)
Other Techniques for Assessing Behavior
202(9)
Checklists and Rating Scales
202(5)
Questionnaires and Interviews
207(1)
Sociograms
208(1)
Ecological Assessment
208(3)
Projective Assessment Techniques
211(5)
Sentence Completion Tests
211(1)
Drawing Test
212(2)
Apperception Tests
214(2)
Computerized Assessment of Attention Disorders
216(1)
Continuous Performance Test
216(1)
Conners Continuous Performance Test
217(1)
Research and Issues
217(6)
References
223(5)
An Introduction to Norm-Referenced Assessment
228(26)
How Norm-Referenced Tests are Constructed
229(4)
Basic Steps in Test Administration
233(10)
Beginning Testing
234(1)
Calculating Chronological Age
235(3)
Calculating Raw Scores
238(1)
Determining Basals and Ceilings
238(3)
Using Information on Protocols
241(1)
Administering Tests: for Best Results
241(2)
Obtaining Derived Scores
243(1)
Types of Scores
243(2)
Groups Testing: High-Stakes Assessment
245(4)
Accommodations in High-Stakes Testing
247(1)
Alternate Assessment
248(1)
Issues in High-Stakes Testing
249(1)
Chapter Summary
249(2)
References
251(3)
Academic Assessment
254(56)
Achievement Tests
255(1)
Standardized Norm-Referenced Tests versus Curriculum-Based Assessment
256(1)
Review of Achievement Tests
256(22)
Woodcock-Johnson III Tests of Achievement (WJ III)
257(5)
Peabody Individual Achievement Test-Revised (PIAT-R)
262(1)
Kaufman Test of Educational Achievement, 2nd Edition (K-TEA-II)
263(7)
Wechsler Individual Achievement Test, Second Edition (WIAT-II)
270(2)
Wide Range Achievement Test-Revision 3 (WRAT3)
272(2)
Woodcock-McGrew-Werder Mini-Battery of Achievement
274(1)
Research and Issues
275(3)
Selecting Academic Achievement Tests
278(3)
Diagnostic Testing
281(1)
Review of Diagnostic Tests
281(12)
Keymath-Revised
281(5)
Woodcock Reading Mastery Tests-Revised (WRMT-R)
286(4)
Process Assessment of the Learner: Test Battery for Reading and Writing (PAL-RW)
290(3)
Other Diagnostic Tests
293(2)
Gray Oral Reading Tests-Fourth Edition (GORT-4)
293(1)
Test of Reading Comprehension-Third Edition (TORC-3)
294(1)
Test of Written Language-3 (TOWL-3)
294(1)
Test of Written Spelling-4 (TWS-4)
295(1)
Assessing Other Language Areas
295(4)
Peabody Picture Vocabulary Test-Third Edition (PPVT-III)
295(2)
Test of Language Development-Primary: Third Edition (TOLD-P:3)
297(1)
Test of Language Development-Intermediate: Third Edition (TOLD-I:3)
297(1)
Test of Adolescent and Adult Language--Third Edition (TOAL-3)
298(1)
Selecting Diagnostic Instruments
299(1)
Research and Issues
299(7)
References
306(4)
Measures of Intelligence and Adaptive Behavior
310(48)
Measuring Intelligence
311(1)
The Meaning of Intelligence Testing
312(1)
Alternative Views of Intellectual Assessment
313(3)
Litigation and Intelligence Testing
316(1)
Use of Intelligence Tests
317(1)
Review of Intelligence Tests
318(16)
Wechsler Intelligence Scale for Children-Fourth Edition
319(5)
Wechsler Adult Intelligence Scale-Third Edition
324(1)
Kaufman Assessment Battery for Children, Second Edition
325(1)
Stanford-Binet, Fifth Edition
326(2)
Woodcock-Johnson III Tests of Cognitive Abilities
328(1)
Detroit Tests of Learning Aptitude-4 (DTLA-4)
328(1)
Kaufman Brief Intelligence Test (KBIT)
329(1)
Universal Nonverbal Intelligence Test
330(3)
Comprehensive Test of Nonverbal Intelligence (CTONI)
333(1)
Test of Nonverbal Intelligence-Third Edition (TONI-3)
334(1)
Research on Intelligence Measures
334(3)
Assessing Adaptive Behavior
337(2)
Review of Adaptive Behavior Scales
339(4)
Vineland Adaptive Behavior Scales
340(1)
AAMR Adaptive Behavior Scale-School, Second Edition (ABS-S2)
341(2)
Adaptive Behavior Inventory (ABI)
343(1)
Intelligence and Adaptive Behavior: Concluding Remarks
343(9)
References
352(6)
Special Considerations of Assessment in Early Childhood and Transition
358(41)
Legal Guidelines of Early Childhood Education
359(1)
Infants, Toddlers, and Young Children
360(1)
Eligibility
360(1)
Evaluation and Assessment Procedures
361(1)
Issues and Questions About Serving Infants and Toddlers
362(2)
Methods of Early-Childhood Assessment
364(1)
Assessment of Infants
364(2)
Assessments of Toddlers and Young Children
366(9)
Mullen Scales of Early Learning: AGS Edition
366(1)
The Wechsler Preschool and Primary Scale of Intelligence, Third Edition
367(3)
AGS Early Screening Profiles
370(2)
Kaufman Survey of Early Academic and Language Skills (K-SEALS)
372(1)
Brigance Screens
373(1)
Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3)
374(1)
Techniques and Trends in Infant and Early-Childhood Assessment
375(3)
Other Considerations in Assessing Very Young Children
378(2)
Phonemic Awareness
380(3)
Transition and Postsecondary Considerations
383(4)
Assessment of Transition Needs
385(1)
Transition Planning Inventory (TPI)
386(1)
Assessing Functional Academics
387(6)
Kaufman Functional Assessment Skills Test (K-FAST)
390(3)
Research and Issues Related to Transition Planning and Assessment
393(2)
References
395(4)
PART 4 Interpretation of Assessment Results
399(34)
Interpreting Assessment for Educational Intervention
400(33)
Interpreting Test Results for Educational Decisions
402(1)
The Art of Interpreting Test Results
403(4)
Intelligence and Adaptive Behavior Test Results
406(1)
Educational Achievement and Diagnostic Test Results
407(1)
Writing Test Results
407(8)
Writing Educational Objectives
415(2)
IEP Team Meeting Results
416(1)
SUE'S IEP
416(1)
Reevaluations
417(14)
References
431(2)
Appendix Key to End-of-Chapter Exercises433(8)
Name Index441(8)
Subject Index449

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