Assessment of Children and Youth with
TU
Special Needs – 5th Edition
TEST BANK
V
IA
?_
AP
Libby G. Cohen, Loraine J. Spenciner
PR
Complete Test Bank for Instructors and
Students
OV
© Libby G. Cohen, Loraine J. Spenciner
All rights reserved. Reproduction or distribution without permission is prohibited.
ED
??
??
©Medexcellence ✅��
, Table of Contents
TU
Introduction to this manual iv
Sample Course Syllabus v
Chapter Overviews, Outlines, and Teaching Activities
V
Chapter 1 Understanding Assessment 1
Chapter 2 Response to Intervention 4
Chapter 3 Assessment Framework 7
IA
Chapter 4 Involving Families 9
Chapter 5 Reliability and Validity 12
Chapter 6 Developing Technical Skills 15
Chapter 7 Test Interpretation and Report Writing 19
?_
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
AP
Chapter 13 Oral Language 33
Chapter 14 Mathematics 36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence 40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
PR
Case Studies and Suggested Activities 45
Test Bank 69
OV
Answer Key 131
ED
??
??
iii
, CHAPTER 1
UNDERSTANDING ASSESSMENT
TU
Chapter Overview
This chapter begins with a discussion of the federal laws that relate to the assessment of children and youth with
disabilities. The Individuals with Disabilities Education Improvement Act (IDEiA) continues to define assessment
practices and the chapter highlights key points of this legislation. The Elementary and Secondary Education Act,
also referred to as No Child Left Behind, describes assessment requirements for all students at specific grade levels
V
as well as alternative assessments for some students with disabilities. Additionally, the chapter describes the Family
Educational Rights and Privacy Act, or FERPA, within the context of understanding assessment practices.
Understanding assessment practices also includes examining professional standards. Special educators not only hold
IA
high standards for their students but also adhere to high professional standards for themselves. These professional
standards include those described by the Council for Exceptional Children and the American Educational Research
Association, American Psychological Association, and National Council on Measurement in Education. In addition
to the skills and knowledge associated with professional standards, special educators develop a high level of
competence and integrity in assessment procedures through coursework and practice.
?_
Chapter Objectives
• Discuss the purposes of assessment and some of the different assessment approaches that teachers use
today.
AP
• Explain the general requirements for assessment of students with disabilities as mandated by federal laws.
• Discuss professional knowledge and skills related to assessing students with disabilities.
Key Terms
Assessment. A global term for observing, collecting, recording, and interpreting information to answer questions
PR
and make legal and instructional decisions about students.
Assessment approach. A term used to describe the way information is collected for making an educational
decision.
Individuals with Disabilities Education Improvement Act (IDEA). A federal law that focuses on the education of
OV
children and youth with disabilities. IDEA mandates specific requirements relating to the assessment process that
teachers and test examiners must know and understand.
Response to intervention (RTI). Both an intervention process and a prereferral process in special education.
Referral. A process in which questions and concerns about a student are raised and referred to the IEP team. The
referral may come from a teacher, parent, or the student.
ED
IEP team. A multidisciplinary team consisting of the parents, school personnel, and, when possible the student, that
is responsible for planning, developing, monitoring, and evaluating specialized instruction and related services for a
student with a disability.
Accommodations. Changes to the education program and assessment procedures and materials that do not
??
substantially alter the instructional level, the content of the curriculum, or the assessment criteria.
Modifications. Changes or adaptations made to the educational program or assessments that alter the level, content,
and or assessment criteria.
??
1
, Individualized Education Program (IEP). IDEA mandates that all students with disabilities ages 3 through 21
have an individualized education program (IEP). This written plan specifies the special education and related
services that must be provided.
TU
Alternative assessments. Assessments that allow students with persistent academic problems and students with
severe or significant disabilities who are working toward modified or alternative achievement standards to
participate in general large-scale assessments.
Developmental delay. A delay in one or more of the following areas of development: physical, including fine and
gross motor; cognitive; communications; social or emotional; or adaptive development. The term used to identify
V
infants and toddlers so that they can receive early intervention services without being labeled for a specific
disability. IDEA states that, at the discretion of an individual state, the term developmental delay may be used with
children ages 3 through 9 so that these children can receive special education services without being labeled for a
IA
specific disability category.
Individualized Family Service Plan (IFSP). IDEA mandates that all young children (birth through 2 years) and
their families have an individualized family service plan (IFSP). Children ages 3 to 5 may receive services provided
by an IFSP or an IEP. The IFSP is a written document that specifies the plan for services and is guided by the
?_
family’s concerns, priorities, and resources.
Transition services. A coordinated set of activities for a student, designed within an outcome-orientated process
that promotes movement from school to post-school activities, including postsecondary education, vocational
training, integrated employment (including supported employment), continuing and adult education, adult services,
AP
independent living, and community participation.
Due process. A set of safeguards to be followed during the assessment process and the delivery of services
described in the Individuals with Disabilities Education Act (IDEA). Due process ensures that the rights of families
and their children are not violated.
Informed consent. A process that involves: (1) presenting information so that it can be easily understood, (2)
PR
providing alternatives, (3) identifying risks and benefits, (4) accepting or consenting to the information proposed.
No Child Left Behind Act (NCLB). A federal law that created many changes with the goal of improving academic
performance for all students. This act stressed accountability through scientifically based research practices and
regular and ongoing assessment of student progress.
OV
Family Educational Rights and Privacy Act (FERPA). The Family Rights and Privacy Act (P.L. 93-380) states
that no educational agency may release student information without written consent from the student’s parents.
FERPA also gives the family the right to review all records kept on the child as well as the right to challenge any of
the information within the records.
Professional standards. A set of standards developed for the teachers and examiners addressing appropriate
knowledge and skill, level of competence, professional judgment and ethical practice.
ED
Confidentiality. Information about a student should be shared only with those professionals who maintain a
legitimate interest in the information and with whom parent has consented to share information. All professionals
have a legal and ethical responsibility to maintain the information and use it appropriately.
Responding to diversity. This involves developing a sensitivity for others by meeting other people, listening to who
??
they are, understanding their traditions, beliefs and values, appreciating their special strengths and unique qualities.
Chapter Outline
I. Overview
??
II. Assessment in the Classroom
2
TU
Special Needs – 5th Edition
TEST BANK
V
IA
?_
AP
Libby G. Cohen, Loraine J. Spenciner
PR
Complete Test Bank for Instructors and
Students
OV
© Libby G. Cohen, Loraine J. Spenciner
All rights reserved. Reproduction or distribution without permission is prohibited.
ED
??
??
©Medexcellence ✅��
, Table of Contents
TU
Introduction to this manual iv
Sample Course Syllabus v
Chapter Overviews, Outlines, and Teaching Activities
V
Chapter 1 Understanding Assessment 1
Chapter 2 Response to Intervention 4
Chapter 3 Assessment Framework 7
IA
Chapter 4 Involving Families 9
Chapter 5 Reliability and Validity 12
Chapter 6 Developing Technical Skills 15
Chapter 7 Test Interpretation and Report Writing 19
?_
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
AP
Chapter 13 Oral Language 33
Chapter 14 Mathematics 36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence 40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
PR
Case Studies and Suggested Activities 45
Test Bank 69
OV
Answer Key 131
ED
??
??
iii
, CHAPTER 1
UNDERSTANDING ASSESSMENT
TU
Chapter Overview
This chapter begins with a discussion of the federal laws that relate to the assessment of children and youth with
disabilities. The Individuals with Disabilities Education Improvement Act (IDEiA) continues to define assessment
practices and the chapter highlights key points of this legislation. The Elementary and Secondary Education Act,
also referred to as No Child Left Behind, describes assessment requirements for all students at specific grade levels
V
as well as alternative assessments for some students with disabilities. Additionally, the chapter describes the Family
Educational Rights and Privacy Act, or FERPA, within the context of understanding assessment practices.
Understanding assessment practices also includes examining professional standards. Special educators not only hold
IA
high standards for their students but also adhere to high professional standards for themselves. These professional
standards include those described by the Council for Exceptional Children and the American Educational Research
Association, American Psychological Association, and National Council on Measurement in Education. In addition
to the skills and knowledge associated with professional standards, special educators develop a high level of
competence and integrity in assessment procedures through coursework and practice.
?_
Chapter Objectives
• Discuss the purposes of assessment and some of the different assessment approaches that teachers use
today.
AP
• Explain the general requirements for assessment of students with disabilities as mandated by federal laws.
• Discuss professional knowledge and skills related to assessing students with disabilities.
Key Terms
Assessment. A global term for observing, collecting, recording, and interpreting information to answer questions
PR
and make legal and instructional decisions about students.
Assessment approach. A term used to describe the way information is collected for making an educational
decision.
Individuals with Disabilities Education Improvement Act (IDEA). A federal law that focuses on the education of
OV
children and youth with disabilities. IDEA mandates specific requirements relating to the assessment process that
teachers and test examiners must know and understand.
Response to intervention (RTI). Both an intervention process and a prereferral process in special education.
Referral. A process in which questions and concerns about a student are raised and referred to the IEP team. The
referral may come from a teacher, parent, or the student.
ED
IEP team. A multidisciplinary team consisting of the parents, school personnel, and, when possible the student, that
is responsible for planning, developing, monitoring, and evaluating specialized instruction and related services for a
student with a disability.
Accommodations. Changes to the education program and assessment procedures and materials that do not
??
substantially alter the instructional level, the content of the curriculum, or the assessment criteria.
Modifications. Changes or adaptations made to the educational program or assessments that alter the level, content,
and or assessment criteria.
??
1
, Individualized Education Program (IEP). IDEA mandates that all students with disabilities ages 3 through 21
have an individualized education program (IEP). This written plan specifies the special education and related
services that must be provided.
TU
Alternative assessments. Assessments that allow students with persistent academic problems and students with
severe or significant disabilities who are working toward modified or alternative achievement standards to
participate in general large-scale assessments.
Developmental delay. A delay in one or more of the following areas of development: physical, including fine and
gross motor; cognitive; communications; social or emotional; or adaptive development. The term used to identify
V
infants and toddlers so that they can receive early intervention services without being labeled for a specific
disability. IDEA states that, at the discretion of an individual state, the term developmental delay may be used with
children ages 3 through 9 so that these children can receive special education services without being labeled for a
IA
specific disability category.
Individualized Family Service Plan (IFSP). IDEA mandates that all young children (birth through 2 years) and
their families have an individualized family service plan (IFSP). Children ages 3 to 5 may receive services provided
by an IFSP or an IEP. The IFSP is a written document that specifies the plan for services and is guided by the
?_
family’s concerns, priorities, and resources.
Transition services. A coordinated set of activities for a student, designed within an outcome-orientated process
that promotes movement from school to post-school activities, including postsecondary education, vocational
training, integrated employment (including supported employment), continuing and adult education, adult services,
AP
independent living, and community participation.
Due process. A set of safeguards to be followed during the assessment process and the delivery of services
described in the Individuals with Disabilities Education Act (IDEA). Due process ensures that the rights of families
and their children are not violated.
Informed consent. A process that involves: (1) presenting information so that it can be easily understood, (2)
PR
providing alternatives, (3) identifying risks and benefits, (4) accepting or consenting to the information proposed.
No Child Left Behind Act (NCLB). A federal law that created many changes with the goal of improving academic
performance for all students. This act stressed accountability through scientifically based research practices and
regular and ongoing assessment of student progress.
OV
Family Educational Rights and Privacy Act (FERPA). The Family Rights and Privacy Act (P.L. 93-380) states
that no educational agency may release student information without written consent from the student’s parents.
FERPA also gives the family the right to review all records kept on the child as well as the right to challenge any of
the information within the records.
Professional standards. A set of standards developed for the teachers and examiners addressing appropriate
knowledge and skill, level of competence, professional judgment and ethical practice.
ED
Confidentiality. Information about a student should be shared only with those professionals who maintain a
legitimate interest in the information and with whom parent has consented to share information. All professionals
have a legal and ethical responsibility to maintain the information and use it appropriately.
Responding to diversity. This involves developing a sensitivity for others by meeting other people, listening to who
??
they are, understanding their traditions, beliefs and values, appreciating their special strengths and unique qualities.
Chapter Outline
I. Overview
??
II. Assessment in the Classroom
2
