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What is included with this book?
| About the Authors | |
| Acknowledgments | |
| Introduction | |
| Step I. Understanding Assessment and Special Education Assessment | |
| Importance of Assessment | |
| Purpose of Assessment | |
| The Difference Between Testing and Assessment | |
| Role of the Education Professional in the Special Education Process | |
| Assessment and Federal Law | |
| Understanding and Identifying Students Who Might Exhibit a Disability | |
| Understand the Meaning of a "High Risk" Student | |
| High Risk Students: Determine the Severity of the Problem | |
| Understand How Tension Affects High Risk Students | |
| Become Familiar With Common Avoidance Behavior Patterns Exhibited By High Risk Students | |
| Conclusions | |
| Understanding and Making a Referral to the Child Study Team | |
| Understand Your Role in the Referral Process | |
| Learn About the Membership of the CST | |
| Understand What Takes Place at the CST Meeting | |
| Learn About the Various Sources of Information Available on Your Student | |
| Understand the Options of the CST | |
| Conclusions | |
| Understanding and Obtaining Parental Informed Consent for Assessment | |
| Understanding the Requirements of an Evaluation for a Suspected Disability | |
| Understanding the MDT and the Comprehensive Assessment | |
| Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team | |
| Understand the Membership of the MDT Step VII. Understanding the Various Methods of Assessment Options Available to the MDT | |
| What Is a Comprehensive Assessment? | |
| What Is Norm-Referenced Testing? | |
| Primary Areas of Assessment | |
| Conclusions | |
| Understanding 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 Scores | |
| Validity | |
| z Scores | |
| Conclusions | |
| Understanding Students' Behavior During the Assessment Process | |
| Understand the Possible Effects of Examiner Variables | |
| Understand How to Observe Overt Signs of Tension | |
| Understand Behaviors That Are Observed . . | |
| Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process | |
| Conclusions | |
| Understanding the Components of a Professional Evaluation Report | |
| Practical Guidelines for Writing a Professional Evaluation Report | |
| Understand the Components of the Report | |
| Understanding What Is Required for a Presentation to the IEP Committee | |
| Concluding Thoughts | |
| Glossary | |
| References and Suggested Readings | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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