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Pierangelo (Long Island University) and Giuliani (Hofstra University) overview the various methods of both formal and informal assessment used to determine if special education is needed, and walk through the process of assessing children with special needs in the school setting. The textbook outlines the structure and strengths of numerous tests f

Tabla de contenidos provista por Syndetics

• Preface
• I FOundational Concepts In Assessment In Special Education
• 1 Introduction to Assessment
• Overview of Assessment
• Purpose of Assessment
• Individuals Involved in the Assessment Process
• Classifications under IDEA
• How Students Are Identified for Assessment
• Parental Consent and the Assessment Process
• Components of a Comprehensive Assessment
• 2 Legal Issues in Assessment
• Landmark Court Cases in Special Education
• The History of Federal Legislation for Individuals with Disabilities
• 3 Methods of Assessment and Testing Considerations
• Assessment and Testing Considerations
• Informal Assessment
• Testing Considerations
• 4 Basic Statistical Concepts
• Scales of Measurement
• Measures of Central Tendency
• Frequency Distribution
• Range
• Variance
• Standard Deviation
• Normal Curve
• Skewed Distributions
• Correlations
• 5 Validity and Reliability
• Validity
• Reliability
• 6 Scoring Terminology Used in Assessment
• Calculation of Age
• Raw Scores
• Percentile Ranks (Percentiles)
• Standard Scores
• z Scores
• T Scores
• Stanines
• Comparing z Scores, T Scores, and Stanines
• Scaled Scores
• Age Equivalent Scores
• Grade Equivalent Scores
• II The Special Education Process
• 7 The Child Study Team and Prereferral Strategies
• The Child Study Team
• Recommendations by the Child Study Teamndash;Prereferral Strategies
• 8 The Multidisciplinary Team and Parental Participation in the Assessment Process
• Purpose of The Multidisciplinary Team
• Membership of the Multidisciplinary Team
• Formal Referral for a Suspected Disability
• Assessment Plansndash;Consent for Evaluation
• Assessment Options of the Multidisciplinary Team
• Parental Participation in the Assessment Process
• Confidentiality
• 9 Assessment of Academic Achievement
• Achievement Tests
• Reading
• Reading Assessment Measures
• Written Expression
• Tests of Written Language
• Math
• Assessment of Mathematical Abilities
• Comprehensive Tests of academic Achievement
• 10 Assessment of Intelligence
• Intelligence
• Measures of Intellectual Abilityndash;The Wechsler Scales
• Other Measures of Intelligence
• 11 Assessment of Behavior
• Assessing Problem Behavior
• Understanding a Studentrsquo;s Behavior During Assessment
• Assessing Emotional and Social Development
• Assessment of Adaptive Behavior
• Functional Behavioral Assessment and Behavioral Intervention Plans
• 12 Assessment of Perceptual Abilities
• The Learning Process
• The Purpose of Perceptual Evaluations
• Visual Perception
• Auditory Perception
• Comprehensive Measures of Perceptual Abilities
• 13 Assessment of Speech and Language
• Speech and Language
• Types of Speech and Language Disorders
• Assessment Measures of Speech and Language
• 14 Early Childhood Assessment
• Early Childhood Assessment
• Legal Foundations for Assessment Procedures
• The Challenge of Early Childhood Assessment
• The Individualized Family Service Plan (IFSP)
• Working with the Family in Early Childhood Assessment
• Early Childhood Assessment measures
• 15 Other Areas of Assessment
• Assessment of Hearing
• Assessment Measures of Hearing