Coverart for item
The Resource Assessment of children and youth with special needs, Libby G. Cohen, Loraine J. Spenciner

Assessment of children and youth with special needs, Libby G. Cohen, Loraine J. Spenciner

Label
Assessment of children and youth with special needs
Title
Assessment of children and youth with special needs
Statement of responsibility
Libby G. Cohen, Loraine J. Spenciner
Creator
Contributor
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Cohen, Libby G
Dewey number
371.26
Illustrations
illustrations
Index
index present
LC call number
BF722
LC item number
.C638 2003
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Spenciner, Loraine J
  • Cohen, Libby G
http://library.link/vocab/subjectName
  • Psychological tests for children
  • Child development
  • Youth
  • Adolescence
  • Behavioral assessment of children
  • Behavioral assessment of teenagers
  • Educational tests and measurements
Label
Assessment of children and youth with special needs, Libby G. Cohen, Loraine J. Spenciner
Instantiates
Publication
Note
Rev. ed. of: Assessment of children and youth
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Ch. 1: Looking at assessment -- What shapes our views -- Federal mandates regarding assessment practices -- Confidentiality and informed consent -- Assessment questions, purposes, and approaches -- Assessment steps and purposes -- Preparing to administer an assessment instrument -- Responding to diversity -- Avoiding assessment bias -- Professional standards and ethical considerations -- Preferred practices -- Extending learning -- Ch. 2: Involving families and being response to diversity -- What shapes our views -- Responding to diversity -- Federal legislation and the role of parents -- The assessment process for families of young children -- How parents of children and youth are involved in the assessment process -- Techniques for listening to and understanding parent perspectives -- preferred practices -- Extended learning -- Ch. 3: Norms and test scores -- Standardized tests -- Scales of measurement -- Frequency distribution and normal curve -- Measures of central tendency -- Types of scores -- Basal and ceiling levels -- Standard error of measurement and confidence intervals -- Scoring guidelines -- How should assessment approaches be evaluated? -- Preferred practices -- Ch. 4: Reliability and Validity -- What shapes our views -- Reliability -- Factors that influence reliability -- Validity -- Validity of test interpretations -- Participation of students with disabilities in state- and districtwide assessments -- Responding to diversity: fairness in assessment -- Accommodations and modifications for students with disabilities -- Ch. 5: Observation, interview, and conferencing skills -- General guidelines for planning observations -- Recording methods -- Observing the student withing the classroom environment -- Observing the student: Responding to diversity -- Sources of error in recording observations -- Reliability of direct observations -- Calculating interobserver reliability -- Validity of direct observations -- Developing informal norms -- interviewing -- Conferencing and collaborating -- Ch. 6: Achievement: overall performance -- Standardized instruments -- Published achievement tests -- Curriculum-based assessment -- Criterion-referenced tests -- Connecting instruction with assessment: alternative assessment -- Self-assessment -- Peer assessment -- Report card grades as measures of achievement -- Observing the student within the environment -- Ch. 7: Performance-based, authentic, and portfolio assessments -- Performance-based assessment -- Authentic assessment -- Portfolio assessment -- Exhibitions -- Developing scoring systems -- Ensuring technical adequacy -- Ch. 8: Reading -- Reading theories -- Instructional approaches -- Assessment principles -- Concerns about standardized reading tests -- Connecting assessment with instruction -- Observing the student within the environment -- Ch. 9: Written Language -- Assessment questions, purposes, and approaches -- standardized tests of written language -- Concerns about standardized tests of written language -- Scoring -- Ch. 10: Oral Language -- Understanding speech and language disorders -- Speech and language assessment -- Assessment questions, purposes, and approaches -- Standardized tests for oral language -- Concerns about standardized tests for oral language -- Students with severe communication disorders -- Ch. 11: Mathematics -- Evaluating mathematical power -- Ch. 12: Development of young children -- Screening -- Limitations of screening -- Comprehensive developmental assessment -- What shapes our views: Developmental assessment -- Choosing appropriate developmental assessment instruments -- Concerns regarding the assessment of young children -- Linking assessment with early childhood activities -- Working with families -- Transition and assessment -- assessing school readiness -- Ch. 13: Cognitive development -- Intelligence tests as samples of behavior -- Ch. 14: Adaptive skills -- Informants -- Maladaptive behavior -- Ch. 15: Behavior in the classroom -- Types of problem behaviors observed in the classroom -- What contributes to problem classroom behaviors? -- Classroom behaviors within an intervention context -- Functional behavioral assessment (FBA) -- Standardized instruments for assessing problem behaviors -- Ch. 16: Sensory and motor abilities -- Identifying and assessing students who are blind or who have visual impairments -- signals of visual problems -- Screening instruments -- Interpreting a visual report -- Assessments specific for students with visual impairments -- Identifying and assessing students who are deaf or who have hearing impairments -- Understanding hearing impairments -- Measuring hearing loss -- Categories of hearing impairments -- Assessments specific for students with hearing impairments -- Identifying and assessing students with physical disabilities -- Understanding difficulties and disabilities in motor development -- signals of motor difficulties -- Common assumptions concerning motor development -- Assessments specific for students with physical disabilities -- Assessment of academic and social skills -- Ch. 17: Youth in transition / Debra Twitchell -- Legislation -- Transition assessment -- Published instruments -- Connecting assessment with instruction -- Ch. 18: Interpreting tests and writing reports -- General principles for report writing -- types of assessment reports -- Comprehensive assessment reports -- Writing the report -- Evaluating the report -- Sharing assessment rituals with others -- Text software -- Ch. 19: Implementing program evaluation -- When does evaluation happen? -- Planning an evaluation of a specific student's program -- Planning an evaluation program -- Issues in designing and conducting evaluations -- Participating in an evaluation of your program by others
Control code
49276547
Dimensions
25 cm
Edition
2nd ed.
Extent
xvi, 544 pages
Isbn
9780205372034
Isbn Type
(alk. paper)
Lccn
2002024652
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
Label
Assessment of children and youth with special needs, Libby G. Cohen, Loraine J. Spenciner
Publication
Note
Rev. ed. of: Assessment of children and youth
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Ch. 1: Looking at assessment -- What shapes our views -- Federal mandates regarding assessment practices -- Confidentiality and informed consent -- Assessment questions, purposes, and approaches -- Assessment steps and purposes -- Preparing to administer an assessment instrument -- Responding to diversity -- Avoiding assessment bias -- Professional standards and ethical considerations -- Preferred practices -- Extending learning -- Ch. 2: Involving families and being response to diversity -- What shapes our views -- Responding to diversity -- Federal legislation and the role of parents -- The assessment process for families of young children -- How parents of children and youth are involved in the assessment process -- Techniques for listening to and understanding parent perspectives -- preferred practices -- Extended learning -- Ch. 3: Norms and test scores -- Standardized tests -- Scales of measurement -- Frequency distribution and normal curve -- Measures of central tendency -- Types of scores -- Basal and ceiling levels -- Standard error of measurement and confidence intervals -- Scoring guidelines -- How should assessment approaches be evaluated? -- Preferred practices -- Ch. 4: Reliability and Validity -- What shapes our views -- Reliability -- Factors that influence reliability -- Validity -- Validity of test interpretations -- Participation of students with disabilities in state- and districtwide assessments -- Responding to diversity: fairness in assessment -- Accommodations and modifications for students with disabilities -- Ch. 5: Observation, interview, and conferencing skills -- General guidelines for planning observations -- Recording methods -- Observing the student withing the classroom environment -- Observing the student: Responding to diversity -- Sources of error in recording observations -- Reliability of direct observations -- Calculating interobserver reliability -- Validity of direct observations -- Developing informal norms -- interviewing -- Conferencing and collaborating -- Ch. 6: Achievement: overall performance -- Standardized instruments -- Published achievement tests -- Curriculum-based assessment -- Criterion-referenced tests -- Connecting instruction with assessment: alternative assessment -- Self-assessment -- Peer assessment -- Report card grades as measures of achievement -- Observing the student within the environment -- Ch. 7: Performance-based, authentic, and portfolio assessments -- Performance-based assessment -- Authentic assessment -- Portfolio assessment -- Exhibitions -- Developing scoring systems -- Ensuring technical adequacy -- Ch. 8: Reading -- Reading theories -- Instructional approaches -- Assessment principles -- Concerns about standardized reading tests -- Connecting assessment with instruction -- Observing the student within the environment -- Ch. 9: Written Language -- Assessment questions, purposes, and approaches -- standardized tests of written language -- Concerns about standardized tests of written language -- Scoring -- Ch. 10: Oral Language -- Understanding speech and language disorders -- Speech and language assessment -- Assessment questions, purposes, and approaches -- Standardized tests for oral language -- Concerns about standardized tests for oral language -- Students with severe communication disorders -- Ch. 11: Mathematics -- Evaluating mathematical power -- Ch. 12: Development of young children -- Screening -- Limitations of screening -- Comprehensive developmental assessment -- What shapes our views: Developmental assessment -- Choosing appropriate developmental assessment instruments -- Concerns regarding the assessment of young children -- Linking assessment with early childhood activities -- Working with families -- Transition and assessment -- assessing school readiness -- Ch. 13: Cognitive development -- Intelligence tests as samples of behavior -- Ch. 14: Adaptive skills -- Informants -- Maladaptive behavior -- Ch. 15: Behavior in the classroom -- Types of problem behaviors observed in the classroom -- What contributes to problem classroom behaviors? -- Classroom behaviors within an intervention context -- Functional behavioral assessment (FBA) -- Standardized instruments for assessing problem behaviors -- Ch. 16: Sensory and motor abilities -- Identifying and assessing students who are blind or who have visual impairments -- signals of visual problems -- Screening instruments -- Interpreting a visual report -- Assessments specific for students with visual impairments -- Identifying and assessing students who are deaf or who have hearing impairments -- Understanding hearing impairments -- Measuring hearing loss -- Categories of hearing impairments -- Assessments specific for students with hearing impairments -- Identifying and assessing students with physical disabilities -- Understanding difficulties and disabilities in motor development -- signals of motor difficulties -- Common assumptions concerning motor development -- Assessments specific for students with physical disabilities -- Assessment of academic and social skills -- Ch. 17: Youth in transition / Debra Twitchell -- Legislation -- Transition assessment -- Published instruments -- Connecting assessment with instruction -- Ch. 18: Interpreting tests and writing reports -- General principles for report writing -- types of assessment reports -- Comprehensive assessment reports -- Writing the report -- Evaluating the report -- Sharing assessment rituals with others -- Text software -- Ch. 19: Implementing program evaluation -- When does evaluation happen? -- Planning an evaluation of a specific student's program -- Planning an evaluation program -- Issues in designing and conducting evaluations -- Participating in an evaluation of your program by others
Control code
49276547
Dimensions
25 cm
Edition
2nd ed.
Extent
xvi, 544 pages
Isbn
9780205372034
Isbn Type
(alk. paper)
Lccn
2002024652
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations

Library Locations

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      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
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