Instructor’s Manual and Test Bank
R
U
SE
to accompany
Assessing Students with Special Needs
IS
O
Eighth Edition
N
Effie P. Kritikos, Northeastern Illinois University
N
James A. McLoughlin, Cleveland State University
O
Rena B. Lewis, San Diego State University
C
ED
Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam
Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
M
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, 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
R
Chapter 5: Standardized Tests 59
U
Chapter 6: Classroom Assessment 75
SE
Chapter 7: Intellectual Performance 93
Chapter 8: Adaptive Behavior
Chapter 9: Learning Disabilities IS 106
114
O
Chapter 10: Classroom Behavior and Behavioral Disorders 130
N
Chapter 11: Academic Achievement 145
N
Chapter 12: English Language Learners 162
O
Chapter 13: Reading 169
C
Chapter 14: Mathematics 185
ED
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
M
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
R
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
U
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
SE
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
IS
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
O
can be used with all students. A team of professionals implements the assessment
process with the special educator playing a central role.
N
Educational assessment questions are used to structure the assessment
N
process. That is, they guide the choice of assessment procedures and the ultimate use
of the information that is gathered.
O
OUTLINE
C
I. Definition of Assessment
ED
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
M
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.
, II. Assessment Past and Present
A. Influences on educational assessment practices
1. In the 1900’s assessment techniques were developed in part through the
work of Binet and others
2. Controversy over the nature of intelligence
3. Work in other fields
a. Medicine
b. Anthropology
R
c. Sociology
4. After World War II, services for individuals with disabilities were
U
expanded
a. Individual tests developed
SE
b. Abuses of assessment
5. PL 94-142 and PL 108-446 (IDEA 2004)
B.
6.
IS
Trends within the fields of education and special education
Status of educational assessment today
O
1. The challenge of appropriate procedures to assess culturally and
linguistically diverse students
N
2. Assessing students across multiple environments
3. Assessment connected to academic standards
N
4. Implementation of the No Child Left Behind Initiative
O
III. Four Purposes of Assessment
A. Identification and referral
C
1. Screening
2. Prereferral strategies
ED
B. Determination of eligibility
C. Program planning
D. Program implementation and evaluation
M
IV. Types of Assessment Procedures
A. Formal assessment strategies
1. Structured assessment procedures with specific guidelines for
administration, scoring, and interpretation
a. Norm-referenced tests
1) Group administered tests
a. Often penalize students with disabilities
b. Commonly used in the general education environment
2
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
R
U
SE
to accompany
Assessing Students with Special Needs
IS
O
Eighth Edition
N
Effie P. Kritikos, Northeastern Illinois University
N
James A. McLoughlin, Cleveland State University
O
Rena B. Lewis, San Diego State University
C
ED
Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam
Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
M
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, 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
R
Chapter 5: Standardized Tests 59
U
Chapter 6: Classroom Assessment 75
SE
Chapter 7: Intellectual Performance 93
Chapter 8: Adaptive Behavior
Chapter 9: Learning Disabilities IS 106
114
O
Chapter 10: Classroom Behavior and Behavioral Disorders 130
N
Chapter 11: Academic Achievement 145
N
Chapter 12: English Language Learners 162
O
Chapter 13: Reading 169
C
Chapter 14: Mathematics 185
ED
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
M
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
R
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
U
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
SE
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
IS
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
O
can be used with all students. A team of professionals implements the assessment
process with the special educator playing a central role.
N
Educational assessment questions are used to structure the assessment
N
process. That is, they guide the choice of assessment procedures and the ultimate use
of the information that is gathered.
O
OUTLINE
C
I. Definition of Assessment
ED
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
M
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.
, II. Assessment Past and Present
A. Influences on educational assessment practices
1. In the 1900’s assessment techniques were developed in part through the
work of Binet and others
2. Controversy over the nature of intelligence
3. Work in other fields
a. Medicine
b. Anthropology
R
c. Sociology
4. After World War II, services for individuals with disabilities were
U
expanded
a. Individual tests developed
SE
b. Abuses of assessment
5. PL 94-142 and PL 108-446 (IDEA 2004)
B.
6.
IS
Trends within the fields of education and special education
Status of educational assessment today
O
1. The challenge of appropriate procedures to assess culturally and
linguistically diverse students
N
2. Assessing students across multiple environments
3. Assessment connected to academic standards
N
4. Implementation of the No Child Left Behind Initiative
O
III. Four Purposes of Assessment
A. Identification and referral
C
1. Screening
2. Prereferral strategies
ED
B. Determination of eligibility
C. Program planning
D. Program implementation and evaluation
M
IV. Types of Assessment Procedures
A. Formal assessment strategies
1. Structured assessment procedures with specific guidelines for
administration, scoring, and interpretation
a. Norm-referenced tests
1) Group administered tests
a. Often penalize students with disabilities
b. Commonly used in the general education environment
2
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
