Assessment of Exceptional Students: Educational and Psychological Procedures / Edition 5 available in Hardcover
Assessment of Exceptional Students, Seventh Edition, offers a practical approach that emphasizes how both informal and formal procedures fit into the overall assessment process.
Highlights of the Seventh Edition:
- NEW! Coverage of the IDEA (Individuals with Disabilities Education Act) 2004 reauthorization and its implications on assessment. In addition, a section on the companion Web site will keep students and instructors informed about the latest information regarding IDEA and its forthcoming regulations.
- Increased coverage of accommodations–very timely based on the requirements of IDEA.
- Increased coverage of alternate assessment, including observation, criterion-referenced testing, curriculum-based and portfolio assessment, and other alternative procedures.
- New information about the role of assessment in No Child Left Behind and high-stakes testing.
- Updated references and reviews of literature on the norm-referenced tests.
- Descriptions of many revised tests including the WISC-IV, Stanford-Binet-5, KTEA-II, KABC-II, and the BASC-2.
- Chapters 5 and 6 have been streamlined to align the steps and examples of developing CRTs and CBAs.
- Additional examples of determining basals and ceilings using real tests.
- Appendix C has been moved to Chapter 2 in order to provide early information about how assessment data are used for determining eligibility for special education.
- Includes margin icons that indicate where information related to diversity, technology, and test accommodations is mentioned.
- Chapter 12 (Assessment of Reading) now includesinformation on instruments for assessing emerging reading skills, consistent with the Early Reading First mandate of NCLB.
|Edition description:||Older Edition|
|Product dimensions:||7.27(w) x 9.59(h) x 1.07(d)|
Table of Contents
Most chapters conclude with either "Summary" or "Summary Matrix."
I. INTRODUCTION TO ASSESSMENT: ISSUES AND CONCERNS.
1. Assessment: Historical, Philosophical, and Legal Considerations.
Historical Events and Philosophical Movements.
Relevant Assessment Litigation.
2. The Assessment Process: A Proposed Model.
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.
3. Practical Considerations.
Factors Affecting Test Results.
II. INFORMAL PROCEDURES: BASIC TOOLS FOR TEACHERS.
4. Observational Assessment.
Student ObservationInformal Systems.
Student ObservationFormal Systems.
Observation of the Instructional Environment.
Functional Behavior Assessment.
5. Criterion-Referenced Testing and Error Analysis.
What to Teach versus How to Teach.
6. Curriculum-Based Assessment.
Criterion-Referenced CBA (CR-CBA).
Curriculum-Based Measurement (CBM).
CR-CBA and CBM: An Integrated Model.
7. Portfolio Assessment and other Alternative Procedures.
Development of a Portfolio: An Example.
Advantages and Disadvantages of Portfolio Assessment.
III. ASSESSMENT OF ABILITIES.
8. Assessment of Intelligence.
Alternatives to Traditional Tests.
Intelligence Tests: General Purpose and Description.
9. Assessment of Adaptive Behavior.
Adaptive Behavior Instruments.
Additional Adaptive Behavior Instruments.
10. Assessment of Behavior and Emotional Status.
Classroom and Home Behavior Instruments.
Additional Classroom/Home Behavior Instruments
Social Skills Instruments.
Measurement of Emotional Status.
Inventories and Questionnaires.
11. Assessment of Oral Language.
Informal Assessment of Language Skills.
Formal Language Tests.
Tests for Speech and Language Clinicians.
IV. ASSESSMENT OF ACHIEVEMENT.
12. Assessment of General Achievement.
Norm-Referenced Tests (Group-Administered).
Norm-Referenced Tests (Individually Administered).
Additional Individually Administered Tests.
13. Assessment of Reading.
Informal Assessment Procedures.
Diagnostic Reading Tests.
Other Diagnostic Reading Tests.
Oral Reading Tests.
14. Assessment of Mathematics.
Diagnostic Mathematics Tests.
Criterion-Referenced Mathematics Instruments.
15. Assessment of Written Expression.
Written Expression and Language Tests.
Additional Written Language Instruments.
Diagnostic Spelling Tests.
V. SPECIAL ASSESSMENT CONSIDERATIONS.
16. Comprehensive Assessment Systems.
Behavioral Assessment Systems.
17. Early Childhood Assessment.
Team Assessment: A Collaborative Effort.
Additional Screening Tests.
Developmental Tests (Norm-Referenced).
Readiness and Preacademic Instruments.
Developmental Tests (Criterion-Referenced).
18. Vocational/Transitional Assessment.
Support for Transition Services.
Guidelines for Establishing Transition Services: Importance of Vocational Assessment.
Interest and Aptitude Instruments.
19. Examples: Putting It All Together.
Case Study: Frank, a Student with Mild Disabilities.
Case Study: James, a Student with Severe Disabilities.
Appendix A: Process Instruments (Instruments Used for Measuring Processing Skills).
Appendix B: Instruments for Measuring Traumatic Brain Injury.
Appendix C: Definitions and Assessment Profiles for Selected Categories.
Appendix D: Functional Behavior Assessment Form.
Appendix E: Cognitive Measures for Special Populations.