Instructor’s Manual and Test Bank
to accompany
Assessing Students with Special Needs
Eighth Edition
Effie P. Kritikos, Northeastern Illinois University
James A. McLoughlin, Cleveland State University
Rena B. Lewis, San Diego State University
Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam
Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Copyright © 2018, 2008, 2005 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in
the United States of America. This publication is protected by copyright, and permission should be
obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise.
For information regarding permissions, request forms and the appropriate contacts within the Pearson
Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/.
Instructors of classes using Assessing Students with Special Needs, 8e, by Effie P. Kritikos, James A.
McLoughlin, and Rena B. Lewis may reproduce material from the Instructor’s Resource Manual and Test
Bank for classroom use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134254694
ISBN-13: 9780134254692
www.pearsonhighered.com
ii
, Table of Contents
Chapter 1: Special Education Assessment 1
Chapter 2: The Assessment Process 15
Chapter 3: Including Parents and Families in the Assessment Process 31
Chapter 4: Selection of Assessment Tools to Promote Fair Assessment 44
Chapter 5: Standardized Tests 59
Chapter 6: Classroom Assessment 75
Chapter 7: Intellectual Performance 93
Chapter 8: Adaptive Behavior 106
Chapter 9: Learning Disabilities 114
Chapter 10: Classroom Behavior and Behavioral Disorders 130
Chapter 11: Academic Achievement 145
Chapter 12: English Language Learners 162
Chapter 13: Reading 169
Chapter 14: Mathematics 185
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
Chapter 17: Assessment for Transition and Planning 236
iii
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, Chapter 1
Special Education Assessment
OVERVIEW
Special education assessment is an on-going, systematic process of gathering
educationally relevant information to make important decisions about the provision of
special education services. The need for assessment information is present throughout
the entire process of special education service delivery. For example, in order to receive
special education services, it must be determined if the student meets legal criteria for
eligibility of special education services. Once found eligible for special education, an
appropriate program and placement must be identified for the student. Assessment
information is an integral part of making these types of decisions.
The assessment tools currently available include a variety of standardized tests
and also informal procedures. Depending upon the stated purpose of the assessment,
some combinations of these techniques are used. In this textbook students with mild
disabilities are the focus, although both formal and informal procedures and strategies
can be used with all students. A team of professionals implements the assessment
process with the special educator playing a central role.
Educational assessment questions are used to structure the assessment
process. That is, they guide the choice of assessment procedures and the ultimate use
of the information that is gathered.
OUTLINE
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
5. Special education assessment extends beyond the school years
B. Assessment, testing, and diagnosis are not synonymous
1. Tests are one type of assessment technique
2. Assessment, in contrast to testing, is a much broader term
3. Diagnosis is a term borrowed from the medical profession
1
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
to accompany
Assessing Students with Special Needs
Eighth Edition
Effie P. Kritikos, Northeastern Illinois University
James A. McLoughlin, Cleveland State University
Rena B. Lewis, San Diego State University
Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam
Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Copyright © 2018, 2008, 2005 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in
the United States of America. This publication is protected by copyright, and permission should be
obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise.
For information regarding permissions, request forms and the appropriate contacts within the Pearson
Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/.
Instructors of classes using Assessing Students with Special Needs, 8e, by Effie P. Kritikos, James A.
McLoughlin, and Rena B. Lewis may reproduce material from the Instructor’s Resource Manual and Test
Bank for classroom use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134254694
ISBN-13: 9780134254692
www.pearsonhighered.com
ii
, Table of Contents
Chapter 1: Special Education Assessment 1
Chapter 2: The Assessment Process 15
Chapter 3: Including Parents and Families in the Assessment Process 31
Chapter 4: Selection of Assessment Tools to Promote Fair Assessment 44
Chapter 5: Standardized Tests 59
Chapter 6: Classroom Assessment 75
Chapter 7: Intellectual Performance 93
Chapter 8: Adaptive Behavior 106
Chapter 9: Learning Disabilities 114
Chapter 10: Classroom Behavior and Behavioral Disorders 130
Chapter 11: Academic Achievement 145
Chapter 12: English Language Learners 162
Chapter 13: Reading 169
Chapter 14: Mathematics 185
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
Chapter 17: Assessment for Transition and Planning 236
iii
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, Chapter 1
Special Education Assessment
OVERVIEW
Special education assessment is an on-going, systematic process of gathering
educationally relevant information to make important decisions about the provision of
special education services. The need for assessment information is present throughout
the entire process of special education service delivery. For example, in order to receive
special education services, it must be determined if the student meets legal criteria for
eligibility of special education services. Once found eligible for special education, an
appropriate program and placement must be identified for the student. Assessment
information is an integral part of making these types of decisions.
The assessment tools currently available include a variety of standardized tests
and also informal procedures. Depending upon the stated purpose of the assessment,
some combinations of these techniques are used. In this textbook students with mild
disabilities are the focus, although both formal and informal procedures and strategies
can be used with all students. A team of professionals implements the assessment
process with the special educator playing a central role.
Educational assessment questions are used to structure the assessment
process. That is, they guide the choice of assessment procedures and the ultimate use
of the information that is gathered.
OUTLINE
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
5. Special education assessment extends beyond the school years
B. Assessment, testing, and diagnosis are not synonymous
1. Tests are one type of assessment technique
2. Assessment, in contrast to testing, is a much broader term
3. Diagnosis is a term borrowed from the medical profession
1
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
