Assessment of Exceptional Students Book

Preface  

Part I : Introduction to Assessment: Issues and Concerns  

Chapter 1: Assessment: Historical, Philosophical, and Legal Considerations

Historical Events and Philosophical Movements  

Relevant Assessment Litigation 

Relevant Legislation 

Case Study: June  

Reflections 

Summary 

Chapter 2: The Assessment Process: A Proposed Model

Why Assess?

How Is the Process Initiated?

What Procedures Should Be Used?

Who Should Assess?

When Should Assessment Be Conducted?

What Should Be Done with the Results?

An Assessment Model

Case Study: June

Reflections

Summary

Chapter 3: Practical and Ethical Considerations

Practical Considerations: Factors Affecting Test Results

Ethical Considerations

Case Study: June

Reflections

Summary

Part II: Informal Procedures: Basic Tools for Teachers

Chapter 4: Observation and Functional Behavior Assessment

Student Observation–Informal Systems

Student Observation–Formal Systems

Observation of the Instructional Environment

Functional Behavior Assessment

Case Study: June

Reflections

Summary Matrix

Chapter 5: Criterion-Referenced Testing and Curriculum-Based Assessment

Criterion-Referenced Tests

Curriculum-Based Assessment (CBA)

Criterion-Referenced CBA (CR-CBA)

Curriculum-Based Measurement (CBM)

CR-CBA and CBM: An Integrated Model

Case Study: June

Reflections

Summary Matrix

Chapter 6: Portfolio Assessment and Other Alternative Assessment Procedures

Performance Assessment

Limitations

Authentic Assessment

Portfolio Assessment

Advantages and Disadvantages of Portfolio Assessment

Case Study: June

Reflections

Summary Matrix

Part III: Assessment of Abilities

Chapter 7: Assessment of Intelligence

Student Profile: Tommy

Alternatives to Traditional Tests

Dynamic Assessment Procedures

Intelligence Tests: General Purpose and Description

Additional Instruments

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Tommy

Case Study: June

Reflections

Summary Matrix

Chapter 8: Assessment of Adaptive Behavior

Student Profile: Mike

Student Profile: Tamika

Adaptive Behavior Instruments

Additional Adaptive Behavior Instruments

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Mike

Case Study: June

Reflections

Summary Matrix

Chapter 9: Assessment of Behavioral and Emotional Status

Student Profile: Tara

Student Profile: Anna

Behavior-Rating Scales and Behavior Assessment System

Classroom/Home Behavior Instruments

Additional Classroom/Home Behavior Instruments

Social Skills Instruments

AD/HD Instruments

Autism Instruments

Measurement of Emotional Status

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Tara

Case Study: June

Reflections

Summary Matrix

Chapter 10: Assessment of Oral Language

Student Profile: Bobby

Informal Assessment of Language Skills

Formal Language Tests

Additional Oral Language Instruments

Tests for Speech and Language Clinicians

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Bobby

Case Study: June

Reflections

Summary Matrix

Part IV: Assessment of Achievement

Chapter 11: Assessment of General Achievement

Student Profile: Steve

Norm-Referenced Tests (Group Administered)

Norm-Referenced Tests (Individually Administered)

Additional Achievement Instruments

Criterion-Referenced Instruments

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Steve

Case Study: June

Reflections

Summary Matrix

Chapter 12: Assessment of Reading

Student Profile: John

Reading Assessment

Informal Reading Assessment Procedures

Emergent Reading Tests

Diagnostic Reading Tests

Other Diagnostic Reading Tests

Back to the Profile: Possible Answers to the Questions

Student Profile Data: John

Case Study: June

Reflections

Summary Matrix

Chapter 13: Assessment of Mathematics

Student Profile: Zandra

Informal Assessment

Other Informal Approaches

Diagnostic Mathematics Tests

Other Diagnostic Mathematics Tests

Criterion-Referenced Mathematics Instruments

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Zandra

Case Study: June

Reflections

Summary Matrix

Chapter 14: Assessment of Written Expression

Student Profile: Ed

Student Profile: Sarah

Informal Assessment

Written Expression and Language Tests

Additional Written Language Instruments

Diagnostic Spelling Tests

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Ed

Case Study: June

Reflections

Summary Matrix

Part V: Special Assessment Considerations

Chapter 15: Early Childhood Assessment

Child Profile: Mary

Important Components of Early Childhood Assessment

Types of Early Childhood Assessment Procedures

Team Assessment: A Collaborative Effort

Natural Assessment Model

Play-Based Assessment

Screening Instruments

Developmental Inventories (Norm-Referenced)

Battelle Developmental Inventory—2

Readiness and Preacademic Instruments

Developmental Inventories (Criterion-Referenced)

Additional Developmental Inventories

Back to the Profile: Possible Answers to the Questions

Child Profile Data: Mary

Case Study: June

Reflections

Summary Matrix

Chapter 16: Vocational Transitional Assessment

Student Profile: Jill

Student Profile: Sue

Support for Transition Services

Carl D. Perkins Vocational and Applied Technology Education Act

Other Important Legislative Acts

Guidelines for Establishing Transition Services:

Importance of Career/Transition Assessment

Informal Procedures

Interest and Aptitude Instruments

Back to the Profile: Possible Answers to the Questions

Student Profile Data: Sue

Case Study: June

Reflections

Summary Matrix

Part VI: Examples

Chapter 17: Examples: Putting It All Together

Case Study: Frank, a Student with Mild Disabilities

Case Study: James, a Student with Severe Disabilities

Case Study: June

Reflections

Summary Matrix

Appendix: Functional Behavior Assessment Form

References

Author Index

Subject Index

Test Index