Amazon no longer offers textbook rentals. We do!

Curriculum-Based Evaluation : Teaching and Decision Making

by: Howell,Kenneth W.

Curriculum-Based Evaluation : Teaching and Decision Making

by: Howell,Kenneth W.

ISBN 13:
9780534343705
ISBN 10:
0534343708
Edition: 3rd
Format: Paperback
Copyright: 08/30/1999
Publisher: Cengage Learning

Rent From $145.13

Used From $178.56

List Price $244.33 Save

Rent $145.13

TERM	PRICE	DUE
SEMESTER	$145.13	Aug 02
QUARTER	$137.88	Jul 19
SHORT TERM	$130.62	Jun 21

Added Benefits of Renting

Free Shipping Both Ways
Highlight/Take Notes Like You Own It
Purchase/Extend Before Due Date

Add to Cart

List Price $244.33 Save $65.77

Used $178.56

Usually Ships in 24-48 Hours

We Buy This Book Back!

Included with your book

Free Shipping On Every Order

Add to Cart

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Extend or Purchase Your Rental at Any Time

Need to keep your rental past your due date? At any time before your due date you can extend or purchase your rental through your account.

Summary

This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.

Preface

Part 1 THINGS TO THINK ABOUT

(200)

Chapter 1 Educational Decision Making

(13)

What Is Evaluation and Why Do It?

(10)

The Curriculum and Student Progress

(1)

How Do Students Who Need Extra Help Get It?

(3)

Is There Another Way to Think About Assessment?

(1)

How Are Teaching Decisions Different from Entitlement Decisions?

(1)

How Do Teachers Who Use CBE Think?

(2)

Is Decision Making the Same as Judgment?

(1)

Summary

(1)

Study Questions

(2)

Chapter 2 Thinking About Learning

(19)

What Are Some Examples of Educational Misconceptions?

(2)

Overreliance on Practice

(1)

Enabling

(1)

Attempts to Measure and Teach to Learning Styles

(1)

Homogeneous Grouping

(1)

Fixed Ability

(1)

How Do Misconceptions Influence Teaching?

(1)

How Does Learning Occur?

(1)

Why Do Some Students Experience Failure in School?

(1)

Learning Theory

(2)

If Learning Difficulty Is Not Caused by Low Fixed Ability, What Causes It?

(1)

What Types of Knowledge Do Students Need?

(1)

Information Processing

(8)

What Do These Executive Functions Do?

(6)

Do Successful and Unsuccessful Students Process Information Differently?

(1)

How Are Cognition and Behavior Linked?

(3)

What About Behavior?

(1)

Can Student Thinking Be Altered?

(1)

Summary

(1)

Study Questions

(1)

Chapter 3 Thinking About the Curriculum

(32)

What Is the Curriculum and What Is It Good For?

(1)

How Is Curriculum Conceptualized?

(3)

What Is Literacy?

(1)

What Is Task-Related Knowledge?

(1)

What About Class Behavior?

(1)

How Is Literacy Best Represented?

(2)

How Can Teachers Work with the Curriculum?

(1)

How Can Curriculum Be Organized?

(2)

What Goes into a Curriculum?

(6)

What Is Factual Information?

(1)

What Is Conceptual Information?

(1)

What Are Rule Relationships?

(1)

What Is Strategic Knowledge?

(2)

How Can Strategies Fit into the Curriculum?

(2)

How Is Curriculum Integrated with Instruction?

(1)

What About Goals and Objectives?

(1)

What Are Criteria?

(5)

Are They "Syntactically" Correct?

(1)

Do They Comply with the Law?

(1)

Do They Pass the "Stranger Test"?

(1)

Do They Address Knowledge as Well as Behavior?

(1)

Do They Pass the "So-What" Test?

(1)

Are They Aligned (That Is, Individual)?

(1)

What Is a Nonexample of an Objective?

(1)

Do They Make Common Sense?

(2)

How Can Goals and Instructional Objectives Be Generated Through Unit Planning?

(3)

Why Is Quality a Problem?

(1)

What Is Content?

(1)

What Is Behavior?

(1)

What Are Conditions?

(1)

How Are Criteria Defined?

(1)

What Is a Table of Specifications?

(8)

Step 1: Describe the Target Task

(2)

Step 2: Recognize Content

(1)

Step 3: Sequence the Content

(1)

Step 4: Select a Behavior and/or Condition Sequence

(1)

Step 5: Arrange the Content, Behavior, and Condition Sequences into a Table of Specifications

(1)

Step 6: Examine the Grid to See if There Are Objectives That You Do Not Want to Teach or That You Want to Emphasize

(1)

Step 7: Locate or Establish Criteria

(1)

Step 8: Write Instructional Objectives

(1)

How Short Is a Short-Term Objective?

(1)

What Is Calibration?

(3)

Is This Trip Necessary?

(1)

Summary

(1)

Study Questions

(1)

Chapter 4 Thinking About Instruction

(30)

Which Instructional Approaches Are Most Effective?

(6)

Which Approach Is Better for Students Who Have Learning Problems?

(1)

How Do I Know Which Instructional Approach to Use?

(2)

What Is the Difference Between Intrinsic and Extrinsic Knowledge?

(1)

What Happens during Good Teaching?

(8)

How Can Teachers Manipulate Time?

(1)

What Happens to Students Who Need More Time to Learn?

(1)

How Can Time Be Increased?

(1)

Where Does All the Time Go?

(1)

What Do Students Think about Assignments?

(1)

What Can a Teacher Do to Ensure Learning?

(1)

How Are Different Types of Information Taught?

(1)

How Should Factual Information Be Taught?

(1)

How Should Conceptual Information Be Taught?

(2)

How Should Rule Relationships Be Taught?

(1)

How Should Strategic Information Be Taught?

(1)

How Can All of This Learning Occur at Once?

(3)

How Can Teachers Facilitate Learning During Acquisition?

(1)

How Can Teachers Facilitate Fluency?

(1)

How Can Teachers Facilitate Generalization and Automaticity?

(1)

Some Other Issues Related to Instruction

(5)

How Can Teachers Accommodate Variability in the Classroom?

(1)

Isolation and Meaning

(1)

How Can Teachers Compensate for Students' Missing Prior Knowledge?

(2)

How Can Teachers Reduce Uncertainty in the Classroom?

(1)

How Do All of These Instructional Techniques Fit Together?

(5)

A Visit to Room 38

(3)

Reviewing Chris's Lesson

(2)

Summary

(1)

Study Questions

(1)

Supplemental Readings

(1)

Chapter 5 Fundamentals of Evaluation

(29)

Why Evaluate?

(1)

How Does Evaluation Lead to Programming?

(1)

Is There More to Evaluation Than Measurement?

(3)

Once Again, What Are the Reasons to Evaluate?

101

(2)

How Is the Adequacy of Scores Evaluated?

103

(1)

What about Individual Comparisons?

104

(1)

Some Measurement Fundamentals

105

(1)

What Exactly Is Measurement?

106

(4)

How Are Large Domains Sampled?

107

(1)

How Does Item Sampling Relate to Scoring?

108

(2)

What Makes a Good Measure?

110

(2)

Must All Tests Be Reliable and Valid?

111

(1)

Are There Different Types of Reliability and Validity?

111

(1)

What Assessment Procedures Do Evaluators Commonly Use?

112

(1)

How Does the Timing of an Evaluation Affect Decision Making?

112

(5)

Is Teaching to Learning Styles the Same As Individualizing?

115

(2)

How Can LSI Be Dangerous?

117

(1)

How Does Formative Evaluation Work?

117

(6)

How Can All of These Aspects of Evaluation Be Combined?

118

(5)

Summary

123

(1)

Study Questions

123

(3)

Chapter 6 Tools for Assessment

126

(48)

Where Are We Now?

126

(1)

How Is Curriculum-Based Measurement Used in the CBE Process?

127

(2)

How Does CBM Fit into the CBE Process?

129

(14)

Does This Mean I Shouldn't Do Error Analysis?

134

(2)

How Should I Conduct an Interview?

136

(1)

Things to Observe

137

(1)

Overt Behaviors

138

(1)

Covert Behaviors

139

(1)

Data Collection

140

(1)

Recording Interactions

141

(1)

How Does Observing the Context Differ from Observing the Student?

141

(1)

Spot Observations

141

(1)

Some Final Advice about Observations

142

(1)

Test

143

(3)

What Kind of Test Is Best?

143

(2)

What Does a CRT Look Like?

145

(1)

Item Format

146

(1)

If Tests Are So Complex, Should Teachers Construct Their Own?

146

(7)

Guideline 1: Assessment and Curriculum Must Be Aligned

147

(1)

Guideline 2: Assessments Must Be Easy to Use

147

(2)

Guideline 3: Assessments Must Have Clearly Defined Purposes

149

(1)

Guideline 4: Assessments Should Be Standardized

149

(1)

Guideline 5: Assessments Should Sample Clearly Defined Domains

149

(1)

Guideline 6: Assessments Should Sample Relevant Types of Information

149

(2)

Guideline 7: Collect Rate Data

151

(1)

Guideline 8: Collect an Adequate Sample of Student Performance

152

(1)

Guideline 9: Tests Should Use Appropriate Scoring Rules

152

(1)

Guideline 10: Assessments Should Be as Complex and Interactive as Possible

153

(1)

Working with Students

153

(9)

What Is the First Thing to Do When Administering an Assessment?

153

(5)

Checking, Timing, and Taping

158

(1)

Feedback

158

(1)

Rapport

159

(1)

Special Considerations for Working with Students

159

(1)

Diversity

160

(1)

Acting Out

160

(1)

Anxious

161

(1)

Unresponsive

161

(1)

Inattention

161

(1)

Impulsivity

161

(1)

What Is the CBE Inquiry Process?

162

(1)

CBE Inquiry Process Stage 1: Fact Finding

162

(4)

Question A: Is Survey Level Assessment Required?

162

(1)

Action 1.1: Administer Survey Assessment

163

(1)

Action 1.2: Fill Out the Status Sheet

163

(3)

Action 1.3: Summarize Behavior

166

(1)

Question B: Is Specific-Level Assessment Required?

166

(1)

CBE Inquiry Process Stage 2: Develop Assumed Causes

166

(1)

Action 2.1: Develop Assumed Causes

162

Action 2.2: State Assumed Causes

162

CBE Inquiry Process Stage 3: Validating

166

(1)

Action 3.1: Administer Specific-Level Assessments

166

(1)

Action 3.2: Summarize Behavior

167

(1)

Question C: Is Additional Testing Required?

167

(1)

CBE Inquiry Process Stage 4: Summative Decision Making

167

(1)

Action 4.1: Write Present Level of Educational Performance (PLEP)

167

(1)

Action 4.2: List Goals and Objectives

167

(1)

Action 4.3: Plan and Initiate Instructional Program

167

(1)

CBE Inquiry Process Stage 5: Formative Decision Making

167

(5)

Action 5.1: Monitor

167

(1)

Question D: Is the Program Working?

167

(5)

Action 5.2: Make Formative Decisions

172

(1)

Summary

172

(1)

Review Questions

172

(2)

Chapter 7 Problem-Solving Evaluation and Decision Making

174

(27)

How Should I Go About Organizing and Compiling Assessment Results?

175

(5)

Portfolios

175

(1)

Reports

175

(2)

Scores

177

(1)

How Do I Know if I Have Summarized Something Important?

177

(2)

So What Does That Mean?

179

(1)

What Is "Good Thinking"?

180

(4)

Threats to Expert Judgment

181

(2)

A Brief Summary

183

(1)

How Should Teachers Decide What to Teach?

184

(3)

Deciding How to Teach

187

(4)

Assisted Assessment

188

(1)

Why Do We Need Formative Evaluation?

188

(2)

Collaborative Decision Making

190

(1)

Entitlement Decisions

191

(1)

How Do We Decide When Special Education Is Warranted?

191

(1)

Exactly What Goes into an Entitlement Decision?

192

(1)

What Is a Problem-Solving Approach to Entitlement Decisions?

192

(6)

Identify the Concern

193

(1)

Define the Problem

193

(2)

State Goals and Objectives

195

(1)

Generate Possible Instructional Solutions

195

(1)

Evaluate the Solutions

195

(1)

Select a Solution

196

(1)

Write an Action Plan

196

(1)

Implement the Plan

196

(1)

Follow-Up and Evaluation of the Intervention

196

(1)

Levels

196

(1)

Placement

197

(1)

Now That We've Gotten Them In, How Do We Get Them Out?

198

(1)

Summary

199

(1)

Study Questions

199

(2)

Part 2 THINGS TO DO

201

(267)

Chapter 8 Reading Comprehension

203

(44)

Step 1: Define Your Purpose

203

(1)

Step 2: Define the Thing to Be Measured

203

(2)

Comprehension Skills and Strategies

205

(7)

Strategy 1: Monitor for Meaning and Self-Correct

205

(1)

Strategy 2: Selective Attention to Text

205

(6)

Strategy 3: Adjust for Text Difficulty

211

(1)

Strategy 4: Connect Text with Prior Knowledge

212

(1)

Strategy 5: Clarify

212

(1)

Enabling Skills

212

(2)

Enabling Skill 1: Decoding

212

(1)

Enabling Skill 2: Semantics (Vocabulary)

213

(1)

Enabling Skill 3: Syntax (Grammar)

213

(1)

Enabling Skill 4: Prior Knowledge

213

(1)

Step 3: Devise a Way to Make the Thing in Step 2 Observable

214

(6)

Oral-Reading Fluency

214

(1)

Cloze or Maze

215

(5)

Questioning

220

(1)

Step 4: Conduct Assessment

220

(1)

Step 5: Summarize Results

220

(1)

Step 6: Make Summative and Formative Decisions

220

(16)

Action (SLP) 1: Reading Rate

220

(2)

Action 2: Cloze or Maze

222

(2)

Action 3: Find Current Level

224

(1)

Action 4: Use Status Sheet

224

(1)

Action 5: Use Indicated SLPs

225

(1)

Action 6: Assisted Monitoring

225

(2)

Action 7: Retell

227

(2)

Action 8: Awareness of Reading

229

(4)

Action 9: Assisted Activation of Prior Knowledge

233

(1)

Action 10: Make Predictions

234

(1)

Actions 11a and 11b: Assisted Search

234

(1)

Action 12: Referent Knowledge

235

(1)

Objectives and Teaching Recommendations

236

(2)

Objectives for Comprehension

236

(1)

Sample Comprehension Objectives

237

(1)

Teaching Recommendations for Comprehension

238

(1)

General Recommendations for Teaching Comprehension

238

(3)

Awareness of Reading

238

(1)

Use of Prior Knowledge

239

(1)

Use of Teacher Questions

239

(1)

Use of Self-Questioning

239

(1)

Encourage Prediction

239

(1)

Teach Student to Clarify Vocabulary

239

(1)

Teach the Student to State the Unknown

239

(1)

Teach Search Skills

240

(1)

Teach the Student to Clarify Referent Structures

240

(1)

Specific Teaching Recommendations

241

(5)

Teaching Recommendation 1: Active and Reflective Reading (the Balanced Approach)

241

(1)

Teaching Recommendation 2: Reciprocal Teaching

242

(3)

Teaching Recommendation 3: Story Maps and Semantic Webbing

245

(1)

Teaching Recommendation 4: Prereading Questioning

245

(1)

Teaching Recommendation 5: Critical Reading

245

(1)

Teaching Recommendation 6: Monitoring Meaning

245

(1)

Monitoring Reading Comprehension

246

(1)

Summary

246

(1)

Chapter 9 Decoding

247

(42)

Step 1: Define Your Purpose

247

(1)

Step 2: Define the Thing to Be Measured

247

(2)

Perceptual Processes

248

(1)

Step 3: Devise a Way to Make the Thing in Step 2 Observable

249

(4)

A Note on "Reading Levels"

249

(2)

Testing to Select Texts for Instruction

251

(1)

Testing with Isolation, Time, and Nonsense Words

252

(1)

Step 4: Conduct Assessment

253

(1)

Step 5: Summarize Results

253

(1)

Step 6: Make Summative and Formative Decisions

253

(24)

Action 1: Survey-Level Assessment of Decoding

255

(1)

Action 2: Early Reading

256

(2)

Action 2: Early Reading Skills

258

(2)

Qualitative Interpretation

260

(1)

Action 3: Rereading

260

(1)

Action 4: Elicit Error Samples

261

(5)

Action 5: Assisted Self-Monitoring

266

(1)

Action 6: Error Analysis

266

(1)

Action 6a: Meaning Violations

267

(1)

Action 6b: Error Patterns

267

(1)

Action 6c: Decoding-Content Checklist

268

(1)

Action 7: Evaluate Phonics

269

(8)

Teaching Recommendations

277

(1)

Reading Instruction

277

(1)

Specific Teaching Recommendations

278

(10)

Teaching Recommendation 1: Early Reading Skills

278

(3)

Teaching Recommendation 2: Build Fluency

281

(2)

Teaching Recommendation 3: Emphasize Accuracy within Active Reading

283

(1)

Teaching Recommendation 4: Intensified Active Instruction

283

(1)

Teaching Recommendation 5: Teach Self-Monitoring

284

(1)

Teaching Recommendation 6: Correct Error Patterns

284

(2)

Teaching Recommendation 7: Emphasize Code Content

286

(1)

A Note on Monitoring Decoding

287

(1)

Summary

288

(1)

Chapter 10 Language

289

(36)

Step 1: Define Your Purpose

289

(1)

Step 2: Define the Thing to Be Measured

289

(6)

Syntax

290

(1)

Semantics and Morphology

291

(3)

Pragmatics

294

(1)

The Social Context of Language

294

(1)

Social Rules

295

(1)

Step 3: Make the Thing in Step 2 Observable

295

(11)

Language Samples

295

(4)

Collecting the Language Sample

299

(2)

Transcribing the Language Sample

301

(1)

Analyzing and Interpreting the Language Sample

302

(2)

Length Measures

304

(1)

Quality Measures

304

(1)

Mean Utterance Rank

305

(1)

Causes of Language Difficulty

305

(1)

Step 4

306

(1)

Step 5

306

(1)

Step 6

306

(1)

Evaluation Procedure

306

(8)

Action 1: Determine Language History

306

(1)

Action 2: Language Sample (Survey-Level Assessment)

306

(1)

Actions 3-5: Use Status Sheets

307

(1)

Action 6: Select Evaluation Questions

308

(1)

Action 7: Probe for Vocabulary and Morphology

308

(1)

Step 1: Assess Knowledge of Individual Words or Morphographs

309

(1)

Action 8: Pragmatics and Communication

310

(2)

Action 9: Syntax Status Sheet and Probes

312

(1)

Action 10: Mean Length of Utterance

313

(1)

Action 11: Setting Observation

313

(1)

Teaching Recommendations

314

(10)

Misunderstandings Leading to the Neglect of Language Instruction

314

(5)

Teaching Recommendation 1: Teach Semantics and Morphology

319

(2)

Teaching Recommendation 2: Teach Pragmatics

321

(1)

Teaching Recommendation 3: Teach Syntax

322

(1)

Teaching Recommendation 4: Expansion

323

(1)

Teaching Recommendation 5: Modify Settings to Increase Opportunities for Communication

323

(1)

Summary

324

(1)

Chapter 11 Written Expression

325

(35)

Step 1: Define Your Purpose

325

(1)

Step 2: Define the Thing to Be Measured

326

(3)

The Writer as Author

326

(2)

The Flow of Composition

328

(1)

The Writer as Secretary

328

(1)

Step 3: Devise a Way to Make Things in Step 2 Observable

329

(7)

Standards

332

(1)

The Modified Tindal and Hasbrouck Scale

332

(1)

A 6-Point Modified Holistic Scale

333

(2)

Setting Local Standards

335

(1)

Step 4: Conduct Assessment

336

(1)

Step 5: Summarize Results

336

(1)

Step 6: Make Summative and Formative Decisions

336

(13)

Survey-Level Testing

336

(1)

Action 1: Collect and Rate Writing Samples

336

(2)

Action 2: Interview/Observation

338

(1)

Action 3: Word-Sequence Test

338

(2)

Action 4: Syntactic Maturity

340

(2)

Action 5: Semantic Maturity

342

(1)

Action 6: Written Mechanics and Writing Fluency

343

(2)

Action 7: Letter Formation

345

(1)

Action 8: Spelling Accuracy

346

(1)

Action 9: Conventions (Capitalization and Punctuation)

347

(2)

Teaching Recommendations

349

(10)

Writing and Reading

349

(1)

Teaching Recommendation 1: Balanced Expression Instruction

349

(1)

Teaching Recommendation 2: Teach the Writing Process

350

(1)

Teaching Recommendation 3: Teach Fluency of Expression

351

(1)

Teaching Recommendation 4: Sentence Combining for Expression

351

(1)

Teaching Recommendation 5: Balanced Mechanics Instruction

352

(1)

Teaching Recommendation 6: Build Mechanics Accuracy

353

(5)

Teaching Recommendation 7: Mechanics Writing Fluency

358

(1)

Summary

359

(1)

Chapter 12 Math

360

(28)

Step 1: Define Your Purpose

360

(1)

Step 2: Define the Thing to Be Measured

360

(7)

The Mathematics Curriculum

361

(1)

Computation and Operations

362

(1)

Concepts

363

(1)

Strategies

363

(1)

Facts

363

(1)

Application

364

(1)

Problem Solving

364

(2)

Task Analysis

366

(1)

Standards

366

(1)

Step 3: Devise a Way to Make the Thing in Step 2 Observable

367

(2)

Interviewing

367

(2)

Error Analysis

369

(1)

Step 4: Conduct Assessment

369

(1)

Step 5: Summarize Results

369

(1)

Step 6: Make Summative and Formative Decisions

369

(1)

Decision Making for Computation

369

(8)

Action 1: Survey Facts Rate

369

(3)

Action 2: Fact Fluency. Checking Oral Response and Handwriting

372

(1)

Oral Response

372

(1)

Handwriting

372

(1)

Action 3: Set Intermediate Aim

373

(1)

Action 4: Check Accuracy on Basic Facts

373

(1)

Action 5: Survey Operations (Can the Student Carry Out Expected Operations?)

374

(1)

Action 6: Basic Tools/Concepts

374

(1)

Action 7: Checking Operations

375

(1)

Action 8: Checking Prior Knowledge

375

(1)

Action 9: Problem-Solving Strategy

376

(1)

Problem Solving for Application

377

(4)

Action 10: Survey Application

377

(1)

Action 11: Content Knowledge

377

(4)

Teaching Recommendations

381

(6)

Recommendation 1: Teach Fluency on Basic Facts

381

(1)

Recommendation 2: Teach Accuracy on Basic Facts

382

(1)

Recommendation 3: Teach Tools and Concepts

383

(1)

Recommendation 4: Teach Computation

383

(1)

Recommendation 5: Teach Problem Solving

384

(2)

Recommendation 6: Teach Application Strategies

386

(1)

Recommendation 7: Teach Application Content, Vocabulary, and Tools

386

(1)

Summary

387

(1)

Chapter 13 Social Skills

388

(43)

Step 1: Define Your Purpose

388

(1)

Step 2: Define the Thing to Be Measured

389

(7)

Why Is It So Hard to Define a "Social-Skills" Curriculum?

389

(1)

Structuring the Curriculum

390

(1)

The Models

390

(2)

Another Model

392

(1)

Looking at Common Practice

392

Enabling Skills

397

How Can You Decide How Well a Student Is Supposed to Do These Things?

394

(2)

Step 3: Devise a Way to Make the Things in Step 2 Observable

396

(11)

How CBM end CBA Can Work Together

397

(1)

Kind of Measurement

397

(1)

Covert Behavior

398

(1)

Questions

398

(1)

Knows Consequences of Engaging in the Adaptive Behavior

398

(5)

A Note on Mental Illness

403

(3)

Teaching Social Skills

406

(1)

Step 4: Conduct Assessment

407

(1)

Step 5: Use the CBE Process of Inquiry

407

(1)

Step 6: Summarize

407

(1)

Step 7: Make Decisions

407

(1)

Evaluation Procedures

407

(11)

Question 1 (Q1): Does the Student Have a Maladaptive Behavior?

407

(2)

Question 2: Is the Behavior Dangerous?

409

(1)

Summary 1: Describe Maladaptive Pinpoint

409

(1)

Question 3: Does the Objective Pass the Stranger Test?

409

(1)

Question 4: Does the Objective Pass the "So-What" Test?

409

(1)

Summary 2: Summarize Discrepancy

409

(2)

Action 2: Conduct Classroom Observation

411

(1)

Question 5: Is the Behavior Tied to Poor Class Management?

411

(1)

Action 3: Determine the Function(s) of the Maladaptive Behavior

411

(2)

Action 4: Write Out Replacement Behaviors That Meet the Function

413

(1)

Question 6: Do the Target Pinpoints Pass the Stranger Test?

413

(1)

Question 7: Does the Objective Pass the "So-What" Test?

413

(1)

Action 5: Use Survey-Level Status Sheet

414

(1)

Question 8: What Categories Were Marked As "No" or "Unsure"?

414

(1)

Action 6: Use the Specific-Level Status Sheet

414

(1)

Question 9: Did You Find Goals and Objectives?

415

(1)

Action 7: Common Prerequisite Status Sheet

415

(1)

Question 10: Did You Find Goals and Objectives?

415

(2)

Action 8: Consider the Following Questions

417

(1)

Question 11: Does the Problem Seem to Be Task-Related?

417

(1)

Question 12: Does the Target Pinpoint Seem Related to an Academic Skill Problem?

417

(1)

Question 13: Does the Target Pinpoint Seem Related to Language?

418

(1)

Summary 3: List Objectives

418

(1)

Question 14: Missing Type 1 Skills?

418

(1)

Question 15: Missing Type 2 Skills?

418

(1)

Question 16: Enabling Skills Missing?

418

(1)

Summary 4: Decision Making

418

(1)

Teaching Recommendations

418

(12)

Teaching Recommendation 1: Planning and Working with Violent and/or Aggressive Behavior

421

(2)

Teaching Recommendation 2: Improving Classroom Management

423

(1)

Teaching Recommendation 3: Focus on Type 1 Skills

424

(1)

Teaching Recommendation 4: Focus on Missing Type 2 Skills

425

(3)

Teaching Recommendation 5: Enabling Skills

428

(2)

Summary

430

(1)

Chapter 14 Task-Related Behaviors

431

(37)

Step 1: Define the Purpose

432

(1)

Step 2: Define the Thing to Be Measured

432

(6)

Class Support

433

(1)

Prior Knowledge

433

(1)

Study and Test-Taking Skills

433

(1)

Self-Monitoring and Evaluation

433

(2)

Problem Solving

435

(1)

Academic Motivation

436

(1)

Basic Learning Skills

437

(1)

Step 3: Devise a Way to Make It Observable

438

(1)

Steps 4-7: Assessment, CBE Inquiry, Summary, and Decision Making

438

(17)

Action 1: Screen for Inadequate Progress

438

(2)

Action 2: Carefully Define the Topic and the Indicators of Failure

440

(1)

Action 3: TR Status Sheet

441

(1)

Action 4: Class Support

441

(3)

Action 5: Topical Knowledge

444

(2)

Action 6: Study Skills and Test-Taking Skills

446

(1)

Action 7: Problem Solving and Self-Monitoring

447

(4)

Action 8: Academic Motivation

451

(2)

Action 9: Basic Learning

453

(2)

Teaching Recommendations

455

(12)

Teaching Recommendation 1: Work with Teacher and Student

455

(3)

Teaching Recommendation 2: Build Topic-Specific Vocabulary

458

(1)

Teaching Recommendation 3: Study and Test-Taking Skills

459

(1)

Teaching Recommendation 4: Self-Monitoring and Problem Solving

460

(3)

Teaching Recommendation 5: Academic Motivation

463

(2)

Teaching Recommendation 6: Basic Learning Strategies

465

(2)

Summary

467

(1)

Appendix

468

(40)

Appendix A.1 Problem-Solving Checklist

468

(1)

Appendix A.2 Status Sheet for Active Reading

469

(2)

Appendix A.3 Teacher Interview/Checklist

471

(2)

Appendix A.4 Status Sheet for Syntactic Structures

473

(6)

Appendix A.5 Social Skill Curriculum Objectives

479

(7)

Appendix A.6 Functional Assessment Interview Form

486

(5)

Appendix A.7 Survey Level Status Sheet

491

(3)

Appendix A.8 Thinking Errors

494

(2)

Appendix A.9 Status Sheet for Task-Related Knowledge

496

(4)

Appendix A.10 Motivation Test and Key

500

(1)

Appendix A.11 Motivation Interview Questions

501

(1)

Appendix A.12 Summary Form for Motivation

502

(1)

Appendix A.13 Descriptors of TIES Components

503

(4)

Appendix A.14 Observation of Instruction

507

(1)

Glossary

508

(16)

References

524

(25)

Photo Credits

549

(1)

Name Index

550

(6)

Subject Index

556

Amazon no longer offers textbook rentals. We do!

Curriculum-Based Evaluation : Teaching and Decision Making

Curriculum-Based Evaluation : Teaching and Decision Making

9780534343705

0534343708

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Curriculum-Based Evaluation : Teaching and Decision Making

Curriculum-Based Evaluation : Teaching and Decision Making

9780534343705

0534343708

Summary

Table of Contents

Supplemental Materials

Write a Review

Related Products