Assessment of children and youth with special needs /
Cohen, Libby G.
Assessment of children and youth with special needs / Libby G. Cohen, Loraine J. Spenciner. - 3rd ed. - Boston : Pearson/Allyn and Bacon, c2007. - xviii, 430 p. : ill. ; 28 cm.
Includes bibliographical references and index.
1. Foundations of Assessment.
Why Do Teachers Assess?
Individuals with Disabilities Education Improvement Act (IDEA) of 2004
Who is Eligible for Special Education?
Response to Intervention (RTI).
Multidisciplinary Teams
The Individualized Education Program
Special Considerations for Young Children
Transition Services
Procedures for Ensuring the Rights of Students and Families
No Child Left Behind Act of 2001
Assessment Requirements
Alternative assessments
Family Educational Rights and Privacy Act
Court Decisions Affecting Assessment Practices
Responding to Diversity
2) Assessment Framework.
Assessment Questions, Steps, and Purposes
Assessment Questions
Assessment Steps and Purposes
Assessment Approaches
Assessment of Assistive Technology Needs
Approaches to Assistive Technology Assessment
SETT Framework
Matching Person & Technology (MPT)
Wisconsin Assistive Technology Initiative (WATI)
Preparing to Administer Assessments
Before the Testing Begins
When the Student Arrives
After the Testing Is Completed
Interpreting Assessments with Accommodations or Modifications
Professional Standards
Confidentiality
Responding to Diversity
Avoiding Assessment Bias
Emerging Practices: Universal Design
3. Reliability and Validity.
Reliability
Approach 1: Using Correlation Coefficients
Approach 2: Variances or Standard Deviations of Measurement Errors
Approach 3: Item Response Theory
Factors that Influence Reliability
Validity
Validity of Test Interpretations
Consequential Validity
Alternate Assessment
Out-of-Level Testing
Responding to Diversity: Fairness in Assessment
Equity
Nonbiased Assessment
Linguistic Diversity
Consideration of Adverse Consequences
4. Developing Technical Skills.
Standardization Sample
Norm-referenced Tests
Criterion-referenced Tests
Distinguishing Norm-Referenced Tests from Criterion-Referenced Tests
Scales of Measurement
Nominal Scale
Ordinal Scale
Interval Scale
Ratio Scale
Frequency Distribution
Normal Curve
Measures of Central Tendency
Mean
Mode
Median
Standard Deviation
Types of Scores
Raw Scores
Percentage Scores
Derived Scores
Developmental Scores
Developmental Quotient
Scores of Relative Standing
Standard Scores
Basal and Ceiling Levels
Standard Error of Measurement and Confidence Intervals
Standard Error of Measurement
Confidence Intervals
Scoring Guidelines
How Should Assessment Approaches Be Evaluated?
5. Observing, Interviewing, and Conferencing.
Why Observe?
Planning Observations
Observation Questions
Defining an Event or Behavior
Location
Recording
Accuracy
Integration
Observing the Student: Responding to Diversity
Work habits
Interactions with others
Facial expression and affect
Body movements
Adaptive skills
Participation in play and games
Recording Methods
Anecdotal Record
Running Record
Event Recording
Duration Recording
Intensity Recording
Latency Recording
Interval Recording
Category Recording
Rating Scales
Steps in Planning and Conducting Student Observations
Reducing Errors When Conducting Observations
Errors of Omission
Errors of Commission
Errors of Transmission
Observer Drift
Predetermined Expectations
Student and Setting Characteristics
Understanding More about Reliability
Reliability Checks
Calculating Interobserver Reliability
Reliability of Event Recording
Understanding More about Validity
Developing Informal Norms
Observing the Classroom Environment
Physical Environment
Learning Environment
Social Environment
Other Informal Assessment Approaches
Checklists
Interviews
Questionnaires
Conferencing and Collaborating
6. Performance-Based, Authentic and Portfolio Assessments.
Performance-based Assessment
Developing Performance-Based Assessments
Authentic Assessment
Portfolio Assessment
Contents of a Portfolio
Organizing the Portfolio
Helping Students Construct Portfolios
Using Technology
Exhibitions
Responding to Diversity
Developing Scoring Systems
Rubric
Analytic Scoring
Holistic Scoring
Benchmarks
Ensuring Technical Adequacy
Reliability
Consistency and Stability
Consequential Validity
Cautions When Using Performance-Based, Authentic, and Portfolio Assessment
Considerations About Using Performance-Based Assessments
7. Test Interpretation and Report Writing.
Interpreting Assessment Information
General Guidelines
Interpreting Results from Assessments with Accommodations or Modifications
Generating a Hypothesis
Examiner Bias
Using Professional Knowledge
Responding to Diversity
General Principles for Report Writing
Organize the Information
Relate Only the Facts
Include Only Essential Information
Be Aware of Bias
Present Accurate Information
Include Any Reservations
Avoid Technical Jargon
Write Clearly
Synthesizing Information
Types of Assessment Reports
Reports of Observations
Individual Test Reports
Comprehensive Assessment Reports
Writing the Report
Identifying Data
Reason for Referral/Assessment
Background Information
Observations of the Environment
Behavioral Observations
Tests, Interviews, and Performance-Based Assessment
Discussion of Results
Summary
Recommendations
Evaluating the Report
Sharing Assessment Results with Others
Family Members
The Student
National and State-wide Assessments
Using Local Assessments
Test Software
8. Achievement: Overall Performance.
Responding to Diversity
Standardized Instruments
Steps in the Development of a Standardized Achievement Test
Benefits
Disadvantages
Group Tests
Individual Achievement Tests
Kaufman Test of Educational Achievement/Normative Update
Peabody Individual Achievement Test-Revise/Normative Update
Wechsler Individual Achievement Test-II
Wide Range Achievement Test-3
Woodcock Johnson Tests of Achievement
Curriculum-based Assessment
Developing a Curriculum-Based Assessment Instrument
Criterion-referenced Tests
Teacher-Developed Criterion-Referenced Tests
Assessment Approaches
9. Reading.
Phonemic Awareness
Phonics
Word Study
Reading Fluency
Syntax
Vocabulary
Reading Comprehension
Technological Literacy
Assessing Reading
Assessment Principles
Standardized Instruments
Gray Oral Reading Tests-4
Stanford Diagnostic Reading Test
Test of Reading Comprehension -3
Woodcock Reading Mastery Test-Revised/Normative Update
Concerns about Standardized Reading Tests
Connecting Assessment with Instruction
Curriculum-based Assessment: Idol, Nevin, Paolucci-Whitcomb Model
Curriculum-based Measurement
Criterion-Referenced Assessment
Informal Assessment Approaches
Probes
Miscue (or Error) Analysis
Cloze Procedure
Think-Alouds
Retelling
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals and Notebooks
Performance-Based Assessment
Portfolios
Exhibitions
Peer Assessment
9. Written Language.
Content Validity
Scoring Written Language Tests
Standardized Instruments
Test of Written Expression
Test of Written Language-3
Test of Written Spelling-4
Concerns about Standardized Tests of Written Language
Connecting Assessment with Instruction
Curriculum-based Measurement
Criterion-referenced Assessment
Informal Approaches
Probes
Error Analysis
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals and Notebooks
Portfolios
Exhibitions
Self-Assessment
Peer Assessment
Scoring
Holistic Scoring
Analytic Scoring
Anchor Papers
11. Oral Language.
Behavioral Approach
Social Learning Theory
Psycholinguistic Approach
Understanding Speech and Language Disorders
Speech Disorders
Language Disorders
Responding to Diversity
Speech and Language Assessment
Form
Content
Use
Standardized Tests of Oral Language
Clinical Evaluation of Language Fundamentals (R) Fourth Edition
Expressive Vocabulary Test
Oral and Written Language Scales
Peabody Picture Vocabulary Test-Third Edition
Preschool Language Scale-4
Test of Adolescent and Adult Language-3
Test of Language Development-Primary: Third Edition
Concerns about Standardized Tests of Oral Language
Receptive Language
Expressive Language
Connecting Assessment with Instruction
Curriculum-based Measurement
Language Probes
Language Samples
Mean Length Utterances (MLUs)
Other Approaches
Observing the Student within the Environment
Physical Environment
Learning Environment
Social Environment
Students with Severe Communication Disorders
Augmentative or Alternative Communication Systems
Assessment for Augmentative or Alternative Communication
12. Mathematics.
Evaluating Mathematical Abilities
Responding to Diversity
Standardized Instruments
KeyMath-Revised/Normative Update
Test of Mathematical Abilities-2
Connecting Assessment with Instruction
Criterion-referenced Assessment
Brigance Inventories
Curriculum-based Assessment
Suggestions for Accommodations When Using CBAs in Mathematics
Error Analysis
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals
Performance-based Assessment
Portfolios
Exhibitions
Self-Assessment
Peer Assessment
Observing the Student within the Classroom Environment
Physical Environment
Learning Environment
Social Environment
13. Cognitive Development.
Responding to Diversity
Standardized Instruments
Bateria-R Tests of Cognitive Ability and Achievement
Cognitive Abilities Test
Comprehensive Test of Nonverbal Intelligence
Detroit Tests of Learning Aptitude-Primary: Second Edition
Detroit Tests of Learning Aptitude-Fourth Edition
Differential Ability Scales
Kaufman Adolescent and Adult Intelligence Test
Kaufman Assessment Battery for Children, Second Edition
Stanford-Binet Intelligence Scale: Fifth Edition
Test of Nonverbal Intelligence-Third Edition
Wechsler Intelligence Scale for Children-Fourth Edition Integrated
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV Spanish)
Woodcock-Johnson III Tests of Cognitive Ability
14. Adaptive Behavior.
Adaptive Behavior
Supports
Maladaptive Behavior
Responding to Diversity
Informants
Standardized Instruments
Adaptive Behavior Assessment System (R) Second Edition
Adaptive Behavior Scales
Checklist of Adaptive Living Skills
Responsibility and Independence Scale for Adolescents
Scales of Independent Behavior- Revised
Vineland Adaptive Behavior Scales, Second Edition (Vineland-II)
15. Behavior in the Classroom.
Types of Problem Behaviors Observed in the Classroom
Perspectives for Assessing Problem Behaviors
Behavioral Perspective
Biological Perspective
Developmental Approach
Humanistic Perspective
Responding to Diversity
Observing the Student within the Environment
Physical Environment
Learning Environment
Social Environment
Assessment Questions, Purposes, and Approaches
Functional Behavioral Assessment (FBA)
Standardized Instruments for Assessing Problem Behaviors
Behavior Assessment System for Children, Second Edition
Child Behavior Checklist System
Conners' Rating Scales-Revised
16. Implementing Program Evaluation.
Introduction to Program Evaluation
When Does Program Evaluation Happen?
Formative Evaluation
Summative Evaluation
Program Evaluation and Special Education Services
Planning an Evaluation of a Specific Student's Program
Responding to Diversity
Planning an Evaluation of a Program
Identifying the Focus
Developing a Needs Assessment Questionnaire
Identifying the Informants
Collecting Information
Costs Involved
Designing and Conducting Evaluations
Participating in an Evaluation of Your Program by Others
17. Involving Families.
Understanding More About Families
Responding to Diversity
Aspirations
Assistance
Authority of the School
Child Rearing
Communication
Disability
Legal Status
Literacy and Language
Medical Practices
Meetings and Support Groups
Parental Roles
Transient Status
Federal Legislation and the Role of Parents
Guaranteed Rights
The Assessment Process for Families of Young Children
Initial Questions and Decisions
Screening Questions and Decision for Families
How Parents of Children and Youth Are Involved in the Assessment Process
Prereferral Model: Addressing Parent Questions and Concerns
Screening Questions and Decisions
Referral and Decisions for the Team
Eligibility Questions and Decisions
Questions and Decisions in Planning Services
Questions and Decisions in Monitoring Services
Questions and Decisions in Evaluating Services
Techniques for Listening to and Understanding Parent Perspectives
Interviews
Family Stories
Planning Parent Conferences
18. Assessment of Young Children.
Screening
Choosing Appropriate Screening Instruments
Limitations of Screening
Comprehensive Developmental Assessment
Developmental Assessment and Theories of Child Development
Choosing Appropriate Developmental Assessment Instruments
Concerns Regarding the Assessment of Young Children
Linking Assessment with Early Childhood Activities
Working with Families
Transition and Assessment
19. Youth in Transition.
Legal Requirements
Transition Assessment
Purposes of Transition Assessment
Involving Families
Person-centered Planning
Self-Determination Skills
Assessment Instruments
Reading-Free Vocational Interest Inventory-2
Adaptive Behavior and Life Skills
Work Samples
Connecting Assessment with Instruction
Curriculum-Based Vocational Assessment
Performance-Based Assessment
020549353X
2006041621
Psychological tests for children.
Child development--Testing.
Youth--Psychological testing.
Adolescence.
Behavioral assessment of children.
Behavioral assessment of teenagers.
Educational tests and measurements.
Educational Measurement--methods.
Psychological Tests.
Disabled Children.
Adolescent.
Child.
BF722 / .C638 2007
371.26 COH
Assessment of children and youth with special needs / Libby G. Cohen, Loraine J. Spenciner. - 3rd ed. - Boston : Pearson/Allyn and Bacon, c2007. - xviii, 430 p. : ill. ; 28 cm.
Includes bibliographical references and index.
1. Foundations of Assessment.
Why Do Teachers Assess?
Individuals with Disabilities Education Improvement Act (IDEA) of 2004
Who is Eligible for Special Education?
Response to Intervention (RTI).
Multidisciplinary Teams
The Individualized Education Program
Special Considerations for Young Children
Transition Services
Procedures for Ensuring the Rights of Students and Families
No Child Left Behind Act of 2001
Assessment Requirements
Alternative assessments
Family Educational Rights and Privacy Act
Court Decisions Affecting Assessment Practices
Responding to Diversity
2) Assessment Framework.
Assessment Questions, Steps, and Purposes
Assessment Questions
Assessment Steps and Purposes
Assessment Approaches
Assessment of Assistive Technology Needs
Approaches to Assistive Technology Assessment
SETT Framework
Matching Person & Technology (MPT)
Wisconsin Assistive Technology Initiative (WATI)
Preparing to Administer Assessments
Before the Testing Begins
When the Student Arrives
After the Testing Is Completed
Interpreting Assessments with Accommodations or Modifications
Professional Standards
Confidentiality
Responding to Diversity
Avoiding Assessment Bias
Emerging Practices: Universal Design
3. Reliability and Validity.
Reliability
Approach 1: Using Correlation Coefficients
Approach 2: Variances or Standard Deviations of Measurement Errors
Approach 3: Item Response Theory
Factors that Influence Reliability
Validity
Validity of Test Interpretations
Consequential Validity
Alternate Assessment
Out-of-Level Testing
Responding to Diversity: Fairness in Assessment
Equity
Nonbiased Assessment
Linguistic Diversity
Consideration of Adverse Consequences
4. Developing Technical Skills.
Standardization Sample
Norm-referenced Tests
Criterion-referenced Tests
Distinguishing Norm-Referenced Tests from Criterion-Referenced Tests
Scales of Measurement
Nominal Scale
Ordinal Scale
Interval Scale
Ratio Scale
Frequency Distribution
Normal Curve
Measures of Central Tendency
Mean
Mode
Median
Standard Deviation
Types of Scores
Raw Scores
Percentage Scores
Derived Scores
Developmental Scores
Developmental Quotient
Scores of Relative Standing
Standard Scores
Basal and Ceiling Levels
Standard Error of Measurement and Confidence Intervals
Standard Error of Measurement
Confidence Intervals
Scoring Guidelines
How Should Assessment Approaches Be Evaluated?
5. Observing, Interviewing, and Conferencing.
Why Observe?
Planning Observations
Observation Questions
Defining an Event or Behavior
Location
Recording
Accuracy
Integration
Observing the Student: Responding to Diversity
Work habits
Interactions with others
Facial expression and affect
Body movements
Adaptive skills
Participation in play and games
Recording Methods
Anecdotal Record
Running Record
Event Recording
Duration Recording
Intensity Recording
Latency Recording
Interval Recording
Category Recording
Rating Scales
Steps in Planning and Conducting Student Observations
Reducing Errors When Conducting Observations
Errors of Omission
Errors of Commission
Errors of Transmission
Observer Drift
Predetermined Expectations
Student and Setting Characteristics
Understanding More about Reliability
Reliability Checks
Calculating Interobserver Reliability
Reliability of Event Recording
Understanding More about Validity
Developing Informal Norms
Observing the Classroom Environment
Physical Environment
Learning Environment
Social Environment
Other Informal Assessment Approaches
Checklists
Interviews
Questionnaires
Conferencing and Collaborating
6. Performance-Based, Authentic and Portfolio Assessments.
Performance-based Assessment
Developing Performance-Based Assessments
Authentic Assessment
Portfolio Assessment
Contents of a Portfolio
Organizing the Portfolio
Helping Students Construct Portfolios
Using Technology
Exhibitions
Responding to Diversity
Developing Scoring Systems
Rubric
Analytic Scoring
Holistic Scoring
Benchmarks
Ensuring Technical Adequacy
Reliability
Consistency and Stability
Consequential Validity
Cautions When Using Performance-Based, Authentic, and Portfolio Assessment
Considerations About Using Performance-Based Assessments
7. Test Interpretation and Report Writing.
Interpreting Assessment Information
General Guidelines
Interpreting Results from Assessments with Accommodations or Modifications
Generating a Hypothesis
Examiner Bias
Using Professional Knowledge
Responding to Diversity
General Principles for Report Writing
Organize the Information
Relate Only the Facts
Include Only Essential Information
Be Aware of Bias
Present Accurate Information
Include Any Reservations
Avoid Technical Jargon
Write Clearly
Synthesizing Information
Types of Assessment Reports
Reports of Observations
Individual Test Reports
Comprehensive Assessment Reports
Writing the Report
Identifying Data
Reason for Referral/Assessment
Background Information
Observations of the Environment
Behavioral Observations
Tests, Interviews, and Performance-Based Assessment
Discussion of Results
Summary
Recommendations
Evaluating the Report
Sharing Assessment Results with Others
Family Members
The Student
National and State-wide Assessments
Using Local Assessments
Test Software
8. Achievement: Overall Performance.
Responding to Diversity
Standardized Instruments
Steps in the Development of a Standardized Achievement Test
Benefits
Disadvantages
Group Tests
Individual Achievement Tests
Kaufman Test of Educational Achievement/Normative Update
Peabody Individual Achievement Test-Revise/Normative Update
Wechsler Individual Achievement Test-II
Wide Range Achievement Test-3
Woodcock Johnson Tests of Achievement
Curriculum-based Assessment
Developing a Curriculum-Based Assessment Instrument
Criterion-referenced Tests
Teacher-Developed Criterion-Referenced Tests
Assessment Approaches
9. Reading.
Phonemic Awareness
Phonics
Word Study
Reading Fluency
Syntax
Vocabulary
Reading Comprehension
Technological Literacy
Assessing Reading
Assessment Principles
Standardized Instruments
Gray Oral Reading Tests-4
Stanford Diagnostic Reading Test
Test of Reading Comprehension -3
Woodcock Reading Mastery Test-Revised/Normative Update
Concerns about Standardized Reading Tests
Connecting Assessment with Instruction
Curriculum-based Assessment: Idol, Nevin, Paolucci-Whitcomb Model
Curriculum-based Measurement
Criterion-Referenced Assessment
Informal Assessment Approaches
Probes
Miscue (or Error) Analysis
Cloze Procedure
Think-Alouds
Retelling
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals and Notebooks
Performance-Based Assessment
Portfolios
Exhibitions
Peer Assessment
9. Written Language.
Content Validity
Scoring Written Language Tests
Standardized Instruments
Test of Written Expression
Test of Written Language-3
Test of Written Spelling-4
Concerns about Standardized Tests of Written Language
Connecting Assessment with Instruction
Curriculum-based Measurement
Criterion-referenced Assessment
Informal Approaches
Probes
Error Analysis
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals and Notebooks
Portfolios
Exhibitions
Self-Assessment
Peer Assessment
Scoring
Holistic Scoring
Analytic Scoring
Anchor Papers
11. Oral Language.
Behavioral Approach
Social Learning Theory
Psycholinguistic Approach
Understanding Speech and Language Disorders
Speech Disorders
Language Disorders
Responding to Diversity
Speech and Language Assessment
Form
Content
Use
Standardized Tests of Oral Language
Clinical Evaluation of Language Fundamentals (R) Fourth Edition
Expressive Vocabulary Test
Oral and Written Language Scales
Peabody Picture Vocabulary Test-Third Edition
Preschool Language Scale-4
Test of Adolescent and Adult Language-3
Test of Language Development-Primary: Third Edition
Concerns about Standardized Tests of Oral Language
Receptive Language
Expressive Language
Connecting Assessment with Instruction
Curriculum-based Measurement
Language Probes
Language Samples
Mean Length Utterances (MLUs)
Other Approaches
Observing the Student within the Environment
Physical Environment
Learning Environment
Social Environment
Students with Severe Communication Disorders
Augmentative or Alternative Communication Systems
Assessment for Augmentative or Alternative Communication
12. Mathematics.
Evaluating Mathematical Abilities
Responding to Diversity
Standardized Instruments
KeyMath-Revised/Normative Update
Test of Mathematical Abilities-2
Connecting Assessment with Instruction
Criterion-referenced Assessment
Brigance Inventories
Curriculum-based Assessment
Suggestions for Accommodations When Using CBAs in Mathematics
Error Analysis
Oral Descriptions
Written Descriptions
Checklists and Questionnaires
Interviews
Conferences
Student Journals
Performance-based Assessment
Portfolios
Exhibitions
Self-Assessment
Peer Assessment
Observing the Student within the Classroom Environment
Physical Environment
Learning Environment
Social Environment
13. Cognitive Development.
Responding to Diversity
Standardized Instruments
Bateria-R Tests of Cognitive Ability and Achievement
Cognitive Abilities Test
Comprehensive Test of Nonverbal Intelligence
Detroit Tests of Learning Aptitude-Primary: Second Edition
Detroit Tests of Learning Aptitude-Fourth Edition
Differential Ability Scales
Kaufman Adolescent and Adult Intelligence Test
Kaufman Assessment Battery for Children, Second Edition
Stanford-Binet Intelligence Scale: Fifth Edition
Test of Nonverbal Intelligence-Third Edition
Wechsler Intelligence Scale for Children-Fourth Edition Integrated
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV Spanish)
Woodcock-Johnson III Tests of Cognitive Ability
14. Adaptive Behavior.
Adaptive Behavior
Supports
Maladaptive Behavior
Responding to Diversity
Informants
Standardized Instruments
Adaptive Behavior Assessment System (R) Second Edition
Adaptive Behavior Scales
Checklist of Adaptive Living Skills
Responsibility and Independence Scale for Adolescents
Scales of Independent Behavior- Revised
Vineland Adaptive Behavior Scales, Second Edition (Vineland-II)
15. Behavior in the Classroom.
Types of Problem Behaviors Observed in the Classroom
Perspectives for Assessing Problem Behaviors
Behavioral Perspective
Biological Perspective
Developmental Approach
Humanistic Perspective
Responding to Diversity
Observing the Student within the Environment
Physical Environment
Learning Environment
Social Environment
Assessment Questions, Purposes, and Approaches
Functional Behavioral Assessment (FBA)
Standardized Instruments for Assessing Problem Behaviors
Behavior Assessment System for Children, Second Edition
Child Behavior Checklist System
Conners' Rating Scales-Revised
16. Implementing Program Evaluation.
Introduction to Program Evaluation
When Does Program Evaluation Happen?
Formative Evaluation
Summative Evaluation
Program Evaluation and Special Education Services
Planning an Evaluation of a Specific Student's Program
Responding to Diversity
Planning an Evaluation of a Program
Identifying the Focus
Developing a Needs Assessment Questionnaire
Identifying the Informants
Collecting Information
Costs Involved
Designing and Conducting Evaluations
Participating in an Evaluation of Your Program by Others
17. Involving Families.
Understanding More About Families
Responding to Diversity
Aspirations
Assistance
Authority of the School
Child Rearing
Communication
Disability
Legal Status
Literacy and Language
Medical Practices
Meetings and Support Groups
Parental Roles
Transient Status
Federal Legislation and the Role of Parents
Guaranteed Rights
The Assessment Process for Families of Young Children
Initial Questions and Decisions
Screening Questions and Decision for Families
How Parents of Children and Youth Are Involved in the Assessment Process
Prereferral Model: Addressing Parent Questions and Concerns
Screening Questions and Decisions
Referral and Decisions for the Team
Eligibility Questions and Decisions
Questions and Decisions in Planning Services
Questions and Decisions in Monitoring Services
Questions and Decisions in Evaluating Services
Techniques for Listening to and Understanding Parent Perspectives
Interviews
Family Stories
Planning Parent Conferences
18. Assessment of Young Children.
Screening
Choosing Appropriate Screening Instruments
Limitations of Screening
Comprehensive Developmental Assessment
Developmental Assessment and Theories of Child Development
Choosing Appropriate Developmental Assessment Instruments
Concerns Regarding the Assessment of Young Children
Linking Assessment with Early Childhood Activities
Working with Families
Transition and Assessment
19. Youth in Transition.
Legal Requirements
Transition Assessment
Purposes of Transition Assessment
Involving Families
Person-centered Planning
Self-Determination Skills
Assessment Instruments
Reading-Free Vocational Interest Inventory-2
Adaptive Behavior and Life Skills
Work Samples
Connecting Assessment with Instruction
Curriculum-Based Vocational Assessment
Performance-Based Assessment
020549353X
2006041621
Psychological tests for children.
Child development--Testing.
Youth--Psychological testing.
Adolescence.
Behavioral assessment of children.
Behavioral assessment of teenagers.
Educational tests and measurements.
Educational Measurement--methods.
Psychological Tests.
Disabled Children.
Adolescent.
Child.
BF722 / .C638 2007
371.26 COH