Chapter 1- Overview of Assessment
- Overview
- Importance of Assessment
- Purpose of Assessment
- The Difference Between Assessment and Testing
- Role of the Education Professional in the Special Education Process
- Assessment and Federal Law
Chapter 2-Identification of High Risk Students
I- Who Gets Assessed for a Suspected Disability: Identification of High Risk Students or Students that Exhibit a Disability
- Meaning of a “High Risk” Student
- High Risk Students: \ Severity of the Problem
- How Tension Affects High Risk Students
- Avoidance Behavior Patterns Exhibited By High Risk Students
Chapter 3- Referral to the Child Study Team
- Special educator’s role in the referral process
- Membership of the Child Study Team (CST)
- Child Study Team meetings
- Various sources of information available on your student
- Options of the Child Study Team
Chapter 4-Obtaining Parental Informed Consent for Assessment
Chapter 5- Requirements of an Evaluation for a Suspected Disability
Chapter 6: The Multidisciplinary Team and the Comprehensive Assessment
- Responsibilities of the Team that is assigned to do the comprehensive assessment: The Multidisciplinary Team (MDT)
- Membership of the Multidisciplinary Team (MDT)
- Referral to the Multidisciplinary Team for a Comprehensive Assessment
- Methods of Assessment options available to the Multidisciplinary Team
Chapter 7: Methods of Assessment Options Available to the Multidisciplinary Team
- What is a comprehensive assessment?
- Norm-referenced testing?
- Informal Assessment Methods Available to the MDT?
- Criterion-Referenced Tests
- Ecological Assessment
- Curriculum Based Assessment (CBA) and Measurement (CBM)
- Portfolio Assessment
- Authentic/Naturalistic/Performance-Based Assessment
- Task Analysis
- Outcome-Based Assessment
- Learning Styles Assessment
Chapter 8: Basic Statistics and Scoring Terminology Used in Assessment
- Age Equivalent
- Alternate Forms Reliability
- Concurrent Validity
- Construct Validity
- Content Validity
- Correlation
- Criterion Related Validity
- Grade Equivalent
- Interrater Reliability
- Mean
- Median
- Mode
- Range
- Percentile Rank
- Predictive Validity
- Raw Scores
- Reliability
- Reliability Coefficients
- Scaled Scores
- Split-Half Reliability or Internal Consistency
- Standard Deviation
- Standard Error of Measurement
- Standard Scores
- Stanine
- Test–Retest Reliability
- T Score
- Validity
- Scores
Chapter 9: Students' Behavior During the Assessment Process
- Possible effects of Examiner variables
- Observing overt signs of tension
- Behaviors that are observed in the Initial Adjustment to the Assessment Process
- Behaviors that are observed in the student’s verbal interactions with the evaluator
- Behaviors that are observed in the student’s attempt to adapt to the requirements of the assessment process
- Behaviors that are observed in the amount and type of effort shown during the assessment process
- Behaviors that are observed in the student’s handling of time factors during the assessment process
- Behaviors that are observed by the types of responses made during the assessment process
- Behaviors that provide insight into the student’s organizational abilities during the assessment process
Chapter 10: Components of a Professional Evaluation Report
- Practical guidelines for writing a professional evaluation report
- Sections found within the report
1. Identifying Data
2. Reason for Referral
3. Background History
4. Behavioral Observations
5. Tests and Procedures Administered
6. Test Results
a-Steps for Writing Test Results
7. Conclusions Section
8. Recommendations Section
Chapter 11: Presentation to the IEP Committee