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| About the Authors | |
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| Acknowledgments | |
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| Introduction | |
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| Understanding Assessment and Special Education Assessment | |
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| Importance of Assessment | |
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| Purpose of Assessment | |
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| The Difference Between Testing and Assessment | |
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| Role of the Education Professional in the Special Education Process | |
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| Assessment and Federal Law | |
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| Understanding and Identifying Students Who Might Exhibit a Disability | |
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| Understand the Meaning of a "High Risk" Student | |
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| High Risk Students: Determine the Severity of the Problem | |
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| Understand How Tension Affects High Risk Students | |
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| Become Familiar With Common Avoidance Behavior Patterns Exhibited By High Risk Students | |
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| Conclusions | |
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| Understanding and Making a Referral to the Child Study Team | |
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| Understand Your Role in the Referral Process | |
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| Learn About the Membership of the CST | |
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| Understand What Takes Place at the CST Meeting | |
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| Learn About the Various Sources of Information Available on Your Student | |
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| Understand the Options of the CST | |
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| Conclusions | |
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| Understanding and Obtaining Parental Informed Consent for Assessment | |
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| Understanding the Requirements of an Evaluation for a Suspected Disability | |
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| Understanding the MDT and the Comprehensive Assessment | |
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| Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team | |
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| Understand the Membership of the MDT | |
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| Understanding the Various Methods of Assessment Options Available to the MDT | |
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| What Is a Comprehensive Assessment? | |
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| What Is Norm-Referenced Testing? | |
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| Primary Areas of Assessment | |
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| Conclusions | |
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| Understanding Basic Statistics and Scoring Terminology Used in Assessment | |
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| Age Equivalent | |
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| Alternate Forms Reliability | |
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| Concurrent Validity | |
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| Construct Validity | |
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| Content Validity | |
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| Correlation | |
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| Criterion-Related Validity | |
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| Grade Equivalent | |
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| Interrater Reliability | |
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| Mean | |
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| Median | |
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| Mode | |
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| Range | |
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| Percentile Rank | |
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| Predictive Validity | |
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| Raw Scores | |
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| Reliability | |
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| Reliability Coefficients | |
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| Scaled Scores | |
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| Split-Half Reliability or Internal Consistency | |
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| Standard Deviation | |
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| Standard Error of Measurement | |
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| Standard Scores | |
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| Stanine | |
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| Test-Retest Reliability | |
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| T Scores | |
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| Validity | |
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| z Scores | |
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| Conclusions | |
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| Understanding Students' Behavior During the Assessment Process | |
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| Understand the Possible Effects of Examiner Variables | |
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| Understand How to Observe Overt Signs of Tension | |
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| Understand Behaviors That Are Observed . . . | |
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| Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process | |
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| Conclusions | |
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| Understanding the Components of a Professional Evaluation Report | |
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| Practical Guidelines for Writing a Professional Evaluation Report | |
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| Understand the Components of the Report | |
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| Understanding What Is Required for a Presentation to the IEP Committee | |
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| Concluding Thoughts | |
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| Glossary | |
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| References and Suggested Readings | |
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| Index | |