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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 | |