Assessing Students with Special Needs –
ST
8th Edition
UV
SOLUTIONS
IA
MANUAL & TEST
_A
BANK
PP
RO
James A. McLoughlin
VE
Comprehensive Solutions Manual and Test Bank
D?
for Instructors and Students
© James A. McLoughlin
??
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
ST
Chapter 1: Special Education Assessment 1
Chapter 2: The Assessment Process 15
UV
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
IA
Chapter 6: Classroom Assessment 75
Chapter 7: Intellectual Performance 93
_A
Chapter 8: Adaptive Behavior 106
Chapter 9: Learning Disabilities 114
PP
Chapter 10: Classroom Behavior and Behavioral Disorders 130
Chapter 11: Academic Achievement 145
Chapter 12: English Language Learners 162
RO
Chapter 13: Reading 169
Chapter 14: Mathematics 185
VE
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
Chapter 17: Assessment for Transition and Planning 236
D?
??
iii
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, Chapter 1
ST
Special Education Assessment
OVERVIEW
UV
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
IA
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.
_A
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
PP
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.
RO
OUTLINE
I. Definition of Assessment
A. Basic considerations
VE
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
D?
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
ST
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
UV
a. Medicine
b. Anthropology
c. Sociology
4. After World War II, services for individuals with disabilities were
IA
expanded
a. Individual tests developed
b. Abuses of assessment
_A
5. PL 94-142 and PL 108-446 (IDEA 2004)
6. Trends within the fields of education and special education
B. Status of educational assessment today
1. The challenge of appropriate procedures to assess culturally and
PP
linguistically diverse students
2. Assessing students across multiple environments
3. Assessment connected to academic standards
4. Implementation of the No Child Left Behind Initiative
RO
III. Four Purposes of Assessment
A. Identification and referral
1. Screening
2. Prereferral strategies
VE
B. Determination of eligibility
C. Program planning
D. Program implementation and evaluation
IV. Types of Assessment Procedures
D?
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.
ST
8th Edition
UV
SOLUTIONS
IA
MANUAL & TEST
_A
BANK
PP
RO
James A. McLoughlin
VE
Comprehensive Solutions Manual and Test Bank
D?
for Instructors and Students
© James A. McLoughlin
??
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
ST
Chapter 1: Special Education Assessment 1
Chapter 2: The Assessment Process 15
UV
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
IA
Chapter 6: Classroom Assessment 75
Chapter 7: Intellectual Performance 93
_A
Chapter 8: Adaptive Behavior 106
Chapter 9: Learning Disabilities 114
PP
Chapter 10: Classroom Behavior and Behavioral Disorders 130
Chapter 11: Academic Achievement 145
Chapter 12: English Language Learners 162
RO
Chapter 13: Reading 169
Chapter 14: Mathematics 185
VE
Chapter 15: Writing and Oral Language 199
Chapter 16: Early Childhood Assessment 220
Chapter 17: Assessment for Transition and Planning 236
D?
??
iii
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, Chapter 1
ST
Special Education Assessment
OVERVIEW
UV
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
IA
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.
_A
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
PP
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.
RO
OUTLINE
I. Definition of Assessment
A. Basic considerations
VE
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
D?
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
ST
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
UV
a. Medicine
b. Anthropology
c. Sociology
4. After World War II, services for individuals with disabilities were
IA
expanded
a. Individual tests developed
b. Abuses of assessment
_A
5. PL 94-142 and PL 108-446 (IDEA 2004)
6. Trends within the fields of education and special education
B. Status of educational assessment today
1. The challenge of appropriate procedures to assess culturally and
PP
linguistically diverse students
2. Assessing students across multiple environments
3. Assessment connected to academic standards
4. Implementation of the No Child Left Behind Initiative
RO
III. Four Purposes of Assessment
A. Identification and referral
1. Screening
2. Prereferral strategies
VE
B. Determination of eligibility
C. Program planning
D. Program implementation and evaluation
IV. Types of Assessment Procedures
D?
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.
