Assessing Learners with Special Needs An
Applied Approach – 8th Edition
TU
SOLUTIONS
V
IA
MANUAL &TEST
?_
BANK
AP
Terry Overton
PR
Complete Solutions Manual &Test Bank for
OV
Instructors and Students
ED
© Terry Overton
??
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©Medexcellence ✅��
, Contents
Chapter 1 4
TU
Chapter 2 33
V
Chapter 3 69
IA
Chapter 4 104
Chapter 5 130
?_
Chapter 6 160
AP
Chapter 7 191
Chapter 8 219
PR
Chapter 9 256
Chapter 10 281
OV
Chapter 11 309
Chapter 12 336
ED
Chapter 13 354
??
KEY TO PROGRESS MONITORING EXAMS 379
??
3
, Chapter 1
TU
Chapter Focus
This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
the classroom setting as well as screening and assessment of students who, even with appropriate
V
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
IA
Case Study
#1: Jaime
?_
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
AP
skills—phonemic awareness.
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
➢
PR
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
OV
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
ED
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
??
??
4
, 3.What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
TU
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
V
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
IA
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
?_
AP
PR
OV
ED
??
??
5
Applied Approach – 8th Edition
TU
SOLUTIONS
V
IA
MANUAL &TEST
?_
BANK
AP
Terry Overton
PR
Complete Solutions Manual &Test Bank for
OV
Instructors and Students
ED
© Terry Overton
??
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©Medexcellence ✅��
, Contents
Chapter 1 4
TU
Chapter 2 33
V
Chapter 3 69
IA
Chapter 4 104
Chapter 5 130
?_
Chapter 6 160
AP
Chapter 7 191
Chapter 8 219
PR
Chapter 9 256
Chapter 10 281
OV
Chapter 11 309
Chapter 12 336
ED
Chapter 13 354
??
KEY TO PROGRESS MONITORING EXAMS 379
??
3
, Chapter 1
TU
Chapter Focus
This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
the classroom setting as well as screening and assessment of students who, even with appropriate
V
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
IA
Case Study
#1: Jaime
?_
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
AP
skills—phonemic awareness.
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
➢
PR
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
OV
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
ED
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
??
??
4
, 3.What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
TU
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
V
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
IA
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
?_
AP
PR
OV
ED
??
??
5
