MARC details
| 000 -LEADER |
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| fixed length control field |
14270cam a22003614a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
1772 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200702103410.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
060203s2007 maua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9788131725146 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
PK |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
371.26 |
| Edition number |
22 |
| Item number |
G614 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Cohen, Libby G. |
| 245 10 - TITLE STATEMENT |
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| Title |
Assessment of children and youth with special needs / |
| Statement of responsibility, etc |
Libby G. Cohen, Loraine J. Spenciner. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
New Dehli : |
| Name of publisher, distributor, etc |
Pearson/Allyn and Bacon, |
| Date of publication, distribution, etc |
2009 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xviii, 430 p. |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Includes bibliographical references and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Psychological tests for children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Child development |
| General subdivision |
Testing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Youth |
| General subdivision |
Psychological testing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Adolescence. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Behavioral assessment of children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Behavioral assessment of teenagers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Educational tests and measurements. |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Educational Measurement |
| General subdivision |
methods. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Psychological Tests. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Disabled Children. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Adolescent. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Child. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Spenciner, Loraine J. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Books |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Each chapter begins with "Chapter Objectives," "Key Terms," and "Overview" and concludes with "Summary" and "References." 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 |
