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9780205372034

Assessment of Children and Youth with Special Needs

by ;
  • ISBN13:

    9780205372034

  • ISBN10:

    0205372031

  • Edition: 2nd
  • Format: Hardcover
  • Copyright: 2003-01-01
  • Publisher: Allyn & Bacon
  • View Upgraded Edition
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List Price: $84.60

Summary

Assessment of Children and Youth, Second Edition, is a comprehensive assessment book that provides balanced coverage of special education assessment of children and youth, ages 3-20. Easy for readers to understand, the book reviews traditional and alternative assessment approaches and discusses the strengths and weaknesses of each. Coverage of informal and performance-based assessments across the curriculum teaches students how approaches in the general education classroom apply to students, both with and without disabilities. For anyone interested in learning about the assessment of students with disabilities.

Table of Contents

Preface xv
Looking at Assessment
1(24)
Overview
1(1)
Chapter Objectives
2(1)
What Shapes Our Views
2(1)
Federal Mandates Regarding Assessment Practices
3(6)
Confidentiality and Informed Consent
9(1)
Assessment Questions, Purposes, and Approaches
9(1)
Assessment Steps and Purposes
10(10)
Cory
17(3)
Preparing to Administer an Assessment Instrument
20(1)
Responding to Diversity
21(1)
Avoiding Assessment Bias
21(1)
Professional Standards and Ethical Considerations
21(1)
Preferred Practices
22(1)
Extending Learning
23(1)
References
24(1)
Involving Families and Being Responsive to Diversity
25(29)
Overview
25(1)
Chapter Objectives
26(1)
What Shapes Our Views
26(1)
Responding to Diversity
27(4)
Federal Legislation and the Role of Parents
31(1)
The Assessment Process for Families of Young Children
32(9)
Questions Concerning Juan's Physical Development
33(8)
Questions About Alexandra's General Academic Work
41(1)
How Parents of Children and Youth Are Involved in the Assessment Process
41(5)
Using the Prereferral Model-Questions about Jimmy's Academic Work
42(1)
Questions about Elaina's Behavior
43(3)
Techniques for Listening to and Understanding Parent Perspectives
46(6)
La Donna Harris, a Comanche Woman
50(2)
Preferred Practices
52(1)
Extending Learning
52(1)
References
53(1)
Norms and Test Scores
54(22)
Overview
54(1)
Chapter Objectives
54(1)
Standardized Tests
55(2)
Scales of Measurement
57(2)
Activity Levels
58(1)
Frequency Distribution and Normal Curve
59(1)
Measures of Central Tendency
60(2)
Deciding When to Use Measures of Central Tendency
61(1)
Types of Scores
62(5)
A Conversation between Lincoln Bates and Sari Andrews
66(1)
Basal and Ceiling Levels
67(1)
Standard Error of Measurement and Confidence Intervals
67(1)
Scoring Guidelines
68(5)
Confidence Intervals
69(4)
How Should Assessment Approaches Be Evaluated?
73(1)
Preferred Practices
73(2)
Extending Learning
75(1)
References
75(1)
Reliability and Validity
76(16)
Overview
76(1)
Chapter Objectives
77(1)
What Shapes Our Views
77(1)
Reliability
77(5)
Prentice Dillon and Erin Gates
81(1)
Factors That Influence Reliability
82(1)
Validity
83(1)
Validity of Test Interpretations
84(1)
Prentice Dillon and Erin Gates Continue Their Conversation
85(1)
Participation of Students with Disabilities in State- and District wide Assessments
85(1)
Responding to Diversity: Fairness in Assessment
86(1)
Accommodations and Modifications for Students with Disabilities
87(3)
Preferred Practices
90(1)
Extending Learning
90(1)
References
91(1)
Observation, Interview, and Conferencing Skills
92(38)
Overview
92(1)
Chapter Objectives
93(1)
What Shapes Our Views
93(1)
General Guidelines for Planning Observations
93(1)
Recording Methods
94(11)
Maria
104(1)
Observing the Student within the Classroom Environment
105(11)
Stoney Brook Elementary Learning Environments
112(1)
Lincoln High Learning Environments
113(3)
Observing the Student: Responding to Diversity
116(3)
Sources of Error in Recording Observations
119(1)
Observations of Jon
119(1)
Reliability of Direct Observations
120(1)
Calculating Interobserver Reliability
121(1)
Validity of Direct Observations
122(1)
Developing Informal Norms
122(2)
Interviewing
124(1)
Conferencing and Collaborating
125(2)
Preferred Practices
127(1)
Extending Learning
127(1)
References
128(2)
Achievement: Overall Performance
130(34)
Overview
130(1)
Chapter Objectives
131(1)
What Shapes Our Views
131(1)
Responding to Diversity
131(1)
Standardized Instruments
131(4)
Published Achievement Tests
135(13)
A Special Education Teacher's Comments
145(3)
Curriculum-Based Assessment
148(1)
Criterion-Referenced Tests
149(2)
Connecting Instruction with Assessment: Alternative Assessment
151(5)
Self-Assessment
156(1)
Peer Assessment
156(1)
Report Card Grades as Measures of Achievement
156(1)
Observing the Student within the Environment
157(1)
Preferred Practices
158(4)
Extending Learning
162(1)
References
162(2)
Performance-Based, Authentic, and Portfolio Assessments
164(29)
Overview
164(1)
Chapter Objectives
165(1)
What Shapes Our Views
165(1)
Performance-Based Assessment
165(1)
Authentic Assessment
166(2)
Portfolio Assessment
168(5)
Linking Daryl's IEP with Portfolio Assessment
170(3)
Exhibitions
173(1)
Responding to Diversity
174(1)
Developing Scoring Systems
175(5)
Ensuring Technical Adequacy
180(3)
Preferred Practices
183(8)
Extending Learning
191(1)
References
191(2)
Reading
193(32)
Overview
193(1)
Chapter Objectives
194(1)
What Shapes Our Views
194(1)
Reading Theories
194(2)
Instructional Approaches
196(1)
Assessment Principles
196(3)
Standardized Instruments
199(5)
Concerns about Standardized Reading Tests
204(1)
Connecting Assessment with Instruction
205(13)
Observing the Student within the Environment
218(5)
Preferred Practices
223(1)
Extending Learning
223(1)
References
224(1)
Written Language
225(24)
Overview
225(1)
Chapter Objectives
225(1)
What Shapes Our Views
226(1)
Assessment Questions, Purposes, and Approaches
227(1)
Standardized Tests of Written Language
227(7)
Concerns about Standardized Tests of Written Language
234(1)
Connecting Assessment with Instruction
235(7)
Scoring
242(3)
Seth
244(1)
Observing the Student within the Environment
245(1)
Preferred Practices
245(2)
Extending Learning
247(1)
References
247(2)
Oral Language
249(30)
Overview
249(1)
Chapter Objectives
250(1)
What Shapes Our Views
250(1)
Understanding Speech and Language Disorders
251(2)
Ricardo
252(1)
Bethany
253(1)
Responding to Diversity
253(1)
Speech and Language Assessment
254(2)
Assessment Questions, Purposes, and Approaches
256(2)
Standardized Tests of Oral Language
258(12)
Concerns about Standardized Tests of Oral Language
270(1)
Connecting Assessment with Instruction
271(1)
Observing the Student within the Environment
272(3)
Nina
273(2)
Students with Severe Communication Disorders
275(1)
Preferred Practices
276(1)
Extending Learning
277(1)
References
277(2)
Mathematics
279(28)
Overview
279(1)
Chapter Objectives
280(1)
What Shapes Our Views
280(1)
Evaluating Mathematical Power
280(1)
Responding to Diversity
281(1)
Standardized Instruments
281(10)
Kara
288(3)
Connecting Assessment with Instruction
291(9)
Observing the Student within the Environment
300(3)
Preferred Practices
303(1)
Extending Learning
303(2)
References
305(2)
Development of Young Children
307(28)
Overview
307(1)
Chapter Objectives
308(1)
What Shapes Our views: The Children
308(1)
Screening
308(5)
Luiz and His Mother Visit the Community Screening Clinic
312(1)
Limitations of Screening
313(4)
Special Challenges
317(1)
Comprehensive Developmental Assessment
317(1)
What Shapes Our views: Developmental Assessment
318(1)
Choosing Appropriate Developmental Assessment Instruments
319(8)
Bennie Laurent
319(2)
The Hodgkin Family
321(6)
Concerns Regarding the Assessment of Young Children
327(1)
Linking Assessment with Early Childhood Activities
327(1)
Working with Families
328(1)
Transition and Assessment
328(3)
Assessing School Readiness
331(1)
Preferred Practices
332(1)
Extending Learning
332(1)
References
333(2)
Cognitive Development
335(43)
Overview
335(1)
Chapter Objectives
336(1)
What Shapes Our Views
336(1)
Intelligence Tests as Samples of Behavior
336(1)
Responding to Diversity
337(1)
Standardized Instruments
338(36)
Andres
367(7)
Preferred Practices
374(2)
Extending Learning
376(1)
References
376(2)
Adaptive Skills
378(19)
Overview
378(1)
Chapter Objectives
379(1)
What Shapes Our Views
379(2)
Responding to Diversity
381(1)
Informants
382(1)
Maladaptive Behavior
382(1)
Standardized Instruments
383(12)
Jean
391(4)
Preferred Practices
395(1)
Extending Learning
395(1)
References
395(2)
Behavior in the Classroom
397(33)
Overview
397(1)
Chapter Objectives
398(1)
Types of Problem Behaviors Observed in the Classroom
398(1)
What Shapes Our Views
398(5)
Mr. Norford's Seventh-Grade Class
399(4)
What Contributes to Problem Classroom Behaviors?
403(1)
Responding to Diversity
403(1)
Observing the Student within the Environment
404(1)
Classroom Behaviors within an Intervention Context
405(1)
Mr. Wing's Classroom
406(1)
Assessment Questions, Purposes, and Approaches
406(1)
Functional Behavioral Assessment (FBA)
406(13)
Standardized Instruments for Assessing Problem Behaviors
419(8)
Preferred Practices
427(1)
Extending Learning
428(1)
References
428(2)
Sensory and Motor Abilities
430(50)
Overview
430(1)
Section One Identifying and Assessing Students Who Are Blind or Who Have Visual Impairments
431(1)
Section Objectives
431(1)
Understanding Blindness and Other Visual Impairments
431(1)
Signals of Visual Problems
432(1)
Screening Instruments
433(1)
Interpreting a Vision Report
433(4)
Assessments Specific for Students with Visual Impairments
437(3)
Working with Other Professionals at Millbrook Middle School
438(2)
Preferred Practices
440(3)
Section Two Identifying and Assessing Students Who Are Deaf or Who Have Hearing Impairments
443(1)
Section Objectives
443(1)
Understanding Hearing Impairments
443(1)
Signals of Hearing Impairments
444(1)
Measuring Hearing Loss
444(3)
Chad
446(1)
Categories of Hearing Impairments
447(1)
Assessments Specific for Students with Hearing Impairments
448(1)
Preferred Practices
449(1)
Section Three Identifying and Assessing Students with Physical Disabilities
450(1)
Section Objectives
450(1)
Understanding Difficulties and Disabilities in Motor Development
450(1)
Signals of Motor Difficulties
450(1)
Common Assumptions Concerning Motor Development
451(1)
What Shapes Our Views
451(1)
Assessments Specific for Students with Physical Disabilities
452(4)
Richie
454(2)
Assessment of Academic and Social Skills
456(1)
Preferred Practices
456(1)
Extending Learning
456(1)
References
456(3)
Youth in Transition
Debra Twitchell
Overview
459(1)
Chapter Objectives
460(1)
What Shapes Our Views
460(1)
Legislation
460(2)
Transition Assessment
462(5)
Published Instruments
467(7)
Miguel
467(7)
Connecting Assessment with Instruction
474(2)
Preferred Practices
476(1)
Extending Learning
477(1)
References
478(2)
Interpreting Tests and Writing Reports
480(21)
Overview
480(1)
Chapter Objectives
481(1)
What Shapes Our Views
481(1)
Responding to Diversity
482(1)
General Principles for Report Writing
483(1)
Types of Assessment Reports
484(5)
Observation Report on John Diamond
486(3)
Comprehensive Assessment Reports
489(1)
Writing the Report
489(3)
Evaluating the Report
492(1)
Sharing Assessment Results with Others
492(5)
Gina's Comprehensive Assessment Report
493(4)
Test Software
497(2)
Preferred Practices
499(1)
Extending Learning
499(1)
References
500(1)
Implementing Program Evaluation
501(16)
Overview
501(1)
Chapter Objectives
502(1)
Introduction to Evaluation
502(1)
When Does Evaluation Happen?
503(1)
What Our Views
504(1)
Planning an Evaluation of a Specific Student's Program
504(4)
The Fandetti Early Childhood Team
506(2)
Responding to Diversity
508(1)
Planning an Evaluation of a Program
508(5)
Iliana Hernandez
508(1)
An Informal Method for Identifying Needs at the Waverly School District
509(4)
Issues in Designing and Conducting Evaluations
513(1)
Participating In an Evaluation of Your Program by Others
514(1)
Evaluating Special Education Services at Sandy Brook Public School
515(1)
Preferred Practices
515(1)
Extending Learning
515(1)
References
516(1)
Glossary 517(8)
Index 525

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