FREE SHIPPING BOTH WAYS
ON EVERY ORDER!
LIST PRICE:
$90.00

Sorry, this item is currently unavailable.

Assessing Students With Special Needs

ISBN: 9780130852090 | 0130852090
Edition: 5th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/2001

Why Rent from Knetbooks?

Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!

Top 5 reasons to order all your textbooks from Knetbooks:

  • We have the lowest prices on thousands of popular textbooks
  • Free shipping both ways on ALL orders
  • Most orders ship within 48 hours
  • Need your book longer than expected? Extending your rental is simple
  • Our customer support team is always here to help
SummaryTable of Contents
Appropriate for assessment courses in special education. This clear, comprehensive guide to the assessment of students with mild disabilities retains the hallmark of its previous editions by presenting a balanced coverage of formal and informal assessment. The text equips future teachers to understand all phases of the assessment process from helping them select the proper assessment tool to using the results to adapt instruction to improve education for special students.
This comprehensive text for future teachers... MORE
... MORE
Part I Introduction to Special Education Assessment1(52)
Special Education Assessment
3(28)
Definition of Assessment
4(1)
Historical Perspective
5(3)
Purposes
8(1)
Kinds of Assessment Procedures
9(3)
Students with Special Needs
12(2)
Team Approach
14(4)
Critical Issues
18(1)
The Assessment Question Model
19(9)
Study Guide
28(3)
The Assessment Process
31(22)
Types of Decisions
32(2)
Steps in the Assessment Process
34(1)
Identification and Referral
35(1)
Determination of Eligibility
36(7)
Program Planning
43(6)
Program Implementation and Evaluation
49(1)
Study Guide
50(3)
Part II Assessment Skills for Special Educators53(114)
Selection of Assessment Tools
55(25)
Criteria for the Selection of Assessment Tools
56(5)
Evaluating Technical Quality
61(6)
Test Scores and Other Assessment Results
67(5)
Promoting Nonbiased Assessment
72(5)
Study Guide
77(3)
Standardized Tests
80(29)
Preparation for Testing
81(4)
Test Administration
85(6)
Observation of Test Behavior
91(2)
Scoring the Test
93(3)
Interpreting Test Results
96(4)
Computers as Tools for Assessment
100(2)
Modification of Testing Procedures
102(2)
Avoiding Bias in Testing
104(2)
Study Guide
106(3)
Informal Assessment
109(34)
Differences between Formal and Informal Assessment
110(1)
Types of Informal Techniques
111(1)
Observation, Work Sample Analysis, and Task Analysis
111(12)
Curriculum-Based Assessment Strategies
123(10)
Procedures Using Informants
133(4)
Interpreting Informal Assessment Results
137(2)
Avoiding Bias in Informal Assessment
139(1)
Study Guide
140(3)
Classroom Assessment Techniques
143(24)
Trends in Classroom Assessment
144(4)
Functional Assessment
148(2)
Curriculum-Based Measurement
150(4)
Action Research
154(1)
Portfolio Assessment
155(2)
Managing Student Data
157(2)
Grading and Report Cards
159(3)
Test Accommodations
162(2)
Study Guide
164(3)
Part III Assessment of General Performance Areas167(162)
School Performance
169(39)
Considerations in Assessment of School Performance
171(3)
Sources of Information about School Performance
174(2)
Group Tests of Academic Achievement
176(1)
Individual Tests of Academic Achievement
177(1)
Peabody Individual Achievement Test-Revised/Normative/Update
177(7)
Wide Range Achievement Test-Revision 3
184(4)
Woodcock-Johnson Psycho-Educational Battery-Revised, Tests of Achievement
188(6)
Wechsler Individual Achievement Test
194(4)
Other Individual Measures of Academic Achievement
198(3)
Curriculum-Based Measurement Strategies
201(1)
Answering the Assessment Questions
201(4)
Study Guide
205(3)
Learning Aptitude
208(37)
Considerations in Assessment of Learning Aptitude
210(3)
Sources of Information about Learning Aptitude
213(2)
Group Tests of Intellectual Performance
215(1)
Individual Tests of Intellectual Performance
215(1)
Wechsler Intelligence Scale for Children-Third Edition
216(7)
Woodcock-Johnson Psycho-Educational Battery-Revised, Tests of Cognitive Ability
223(5)
Other Individual Measures of Intellectual Performance
228(3)
Nonverbal Measures and Other Approaches to Nonbiased Assessment
231(2)
Adaptive Behavior Measures
233(1)
AAMR Adaptive Behavior Scale-School (2nd ed.)
234(2)
Other Measures of Adaptive Behavior
236(2)
Scales of Independent Behavior---Revised
238(1)
Answering the Assessment Questions
239(3)
Study Guide
242(3)
Specific Learning Abilities and Strategies
245(41)
Considerations in Assessment of Specific Learning Abilities
247(4)
Sources of Information about Specific Learning Abilities
251(1)
Screening for Sensory Impairments
252(4)
Screening for Learning Disabilities
256(1)
Measures of Perceptual-Motor Skills and Other Specific Learning Abilities
257(8)
Test Batteries for Specific Ability Assessment
265(6)
Assessment of Learning Strategies
271(4)
Discrepancy Analysis
275(5)
Answering the Assessment Questions
280(3)
Study Guide
283(3)
Classroom Behavior
286(43)
Considerations in Assessment of Classroom Behavior
288(5)
Sources of Information about Classroom Behavior
293(2)
Behavior Rating Scales and Checklists
295(6)
Direct Observation and Functional Assessment
301(2)
Attention Deficits and Hyperactivity
303(5)
Self-Concept and Peer Acceptance
308(6)
School Attitudes and Interests
314(1)
The Learning Environment
315(7)
Answering the Assessment Questions
322(3)
Study Guide
325(4)
Part IV Assessment of Academic Areas329(176)
Reading
331(48)
Considerations in Assessment of Reading
332(7)
Woodcock Reading Mastery Tests-Revised/Normative Update
339(6)
Gray Oral Reading Tests (3rd ed.)
345(2)
Test of Reading Comprehension (3rd ed.)
347(4)
Measures of Phonological Processing
351(1)
Informal Reading Inventories
352(4)
Other Informal Strategies
356(12)
Within the Context of the Classroom
368(3)
Answering the Assessment Questions
371(5)
Study Guide
376(3)
Mathematics
379(38)
Considerations in Assessment of Mathematics
381(3)
KeyMath Revised/Normative Update
384(5)
Other Formal Measures
389(9)
Curriculum-Based Measures: Monitoring Basic Skills Progress
398(2)
Other Informal Assessment Procedures
400(8)
Within the Context of the Classroom
408(2)
Answering the Assessment Questions
410(4)
Study Guide
414(3)
Written Language
417(43)
Considerations in Assessment of Written Language
419(3)
Strategies for Assessing Spelling
422(8)
Strategies for Assessing Handwriting
430(5)
Strategies for Assessing Composition
435(13)
Within the Context of the Classroom
448(4)
Answering the Assessment Questions
452(5)
Study Guide
457(3)
Oral Language and Bilingual Assessment
460(45)
Considerations in Assessment of Oral Language
462(4)
Comprehensive Measures of Oral Language
466(8)
Strategies for Assessing Articulation
474(2)
Strategies for Assessing Morphology and Syntax
476(2)
Strategies for Assessing Semantics and Pragmatics
478(8)
Assessing Students Who Speak Nonstandard English
486(3)
Assessing Students Who Speak Languages Other Than English
489(7)
Within the Context of the Classroom
496(2)
Answering the Assessment Questions
498(3)
Study Guide
501(4)
Part V Special Considerations505(78)
Parent and Family Involvement
507(14)
Eleanor W. Lynch
Parent-Professional Collaboration in Assessment
508(3)
Strategies for Developing Parent-Professional Partnerships in the Assessment Process
511(3)
Communicating with Parents and Families
514(1)
Interviewing and Conferencing with Parents and Families
515(4)
Conclusion
519(1)
Study Guide
519(2)
Early Childhood Assessment
521(29)
Laura J. Hall
Considerations in the Assessment of Young Children
522(7)
Screening
529(1)
Curriculum-Based and Criterion-Referenced Assessment
530(6)
Ecological Assessment, Observation, and Play-Based Assessment
536(7)
Norm-Referenced and Dynamic Assessment
543(1)
School Readiness
543(1)
Program Plans, Goals, and Objectives
544(3)
Study Guide
547(3)
Assessment for Transition Planning
550(33)
Jeanne B. Repetto
Considerations in the Assessment of Adolescents and Young Adults
551(8)
Strategies for Transition Assessment
559(16)
Providing Transition Services
575(2)
Assessment for College and Other Postsecondary Settings
577(4)
Study Guide
581(2)
Answers to Review Questions583(4)
Glossary587(5)
References592(33)
Test Index625(5)
Author Index630(9)
Subject Index639

Related Products


  • Assessing Special Students : Strategies and Procedures
    Assessing Special Students : S...
  • Assessing Students with Special Needs
    Assessing Students with Specia...
  • Assessing Students with Special Needs
    Assessing Students with Specia...
  • Outlines and Highlights for Assessment Students with Special Needs by James a Mcloughlin, Isbn : 9780131961913
    Outlines and Highlights for As...


Please wait while this item is added to your cart...