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    Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators
    Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators
    Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators
    Ebook280 pages2 hours

    Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators

    By Roger Pierangelo and George Giuliani

    4.5/5

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    About this ebook

    An ideal step-by-step reference for instructors who have not had specific training in assessing students with special needs, Understanding Assessment in the Special Education Process helps educators make the most effective use of available assessment options.
    LanguageEnglish
    PublisherSkyhorse
    Release dateSep 1, 2015
    ISBN9781510701335
    Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators

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    Book preview

    Understanding Assessment in the Special Education Process - Roger Pierangelo

    Cover Page of Understanding Assessment in the Special EducationHalf Title of Understanding Assessment in the Special Education

    This book is dedicated to my wife, Jackie, and my two children, Jacqueline and Scott, who provide me with the love and purpose for undertaking projects that I hope will enhance the lives of others. My life has been blessed by their loving presence. I also dedicate this book to my parents, who provided me with the secure and loving foundation from which to grow; my sister, Carol, who makes me smile and laugh; and my brother-in-law, George, who has always been a positive guiding light in my professional journey.

    —R. P.

    This book is dedicated to my wife, Anita, and my two children, Collin and Brittany, who give me the greatest life imaginable. The long hours and many years it took to finish this book would never have been possible without the support of my loving wife. Her constant encouragement, understanding, and love provide me with the strength I need to accomplish my goals. I thank her with all my heart. I also dedicate this book to my parents, who have given me support and guidance throughout my life. Their words of encouragement and guidance have made my professional journey a rewarding and successful experience.

    —G. G.

    Title Page of Understanding Assessment in the Special Education

    Copyright © 2008 by Roger Pierangelo and George Giuliani

    First Skyhorse Publishing edition 2015.

    All rights reserved. No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles. All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018.

    Skyhorse Publishing books may be purchased in bulk at special discounts for sales promotion, corporate gifts, fund-raising, or educational purposes. Special editions can also be created to specifications. For details, contact the Special Sales Department, Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 or info@skyhorsepublishing.com.

    Skyhorse® and Skyhorse Publishing® are registered trademarks of Skyhorse Publishing, Inc.®, a Delaware corporation.

    Visit our website at www.skyhorsepublishing.com.

    10 9 8 7 6 5 4 3 2 1

    Library of Congress Cataloging-in-Publication Data is available on file.

    Cover design by Michael Dubowe

    Print ISBN: 978-1-63450-354-9

    Ebook ISBN: 978-1-5107-0133-5

    Printed in China

    Contents

    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

    Autism

    Deaf-Blindness

    Developmental Delay

    Emotional Disturbance

    Hearing Impairment

    Mental Retardation

    Multiple Disabilities

    Orthopedic Impairment

    Other Health Impairment

    Specific Learning Disability

    Speech or Language Impairment

    Traumatic Brain Injury

    Visual Impairment

    Step II.     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

    Often Selectively Forgets

    Forgets to Write Down Assignments Every Day

    Usually Takes Hours to Complete Homework

    Always Finishes Homework Very Quickly

    Cannot Seem to Get Started With Homework

    Frequently Brings Home Unfinished Classwork

    Consistently Leaves Long-Term Assignments Until the Last Minute

    Frequently Complains of Headaches, Stomachaches, and Other Physical Ailments Before or After School

    Often Exhibits Spotlight Behaviors

    Conclusions

    Step III.     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

    Permanent Record Folder

    Prior Academic Achievement

    Prior Test Scores

    Group Standardized Achievement Test Results

    Attendance Records

    Prior Teacher Reports

    Group IQ Test Information

    Prior Teacher Referrals

    Medical History in the School Nurse’s Office

    Understand the Options of the CST

    Parent Interviews

    Medical Exam

    Hearing Test

    Vision Test

    Classroom Management Techniques

    Help Classes

    Remedial Reading or Math Services

    In-School Counseling

    Progress Reports

    Disciplinary Action

    Change of Program

    Consolidation of Program

    Referral to Student Protective Services

    Conclusions

    Step IV.     Understanding and Obtaining Parental Informed Consent for Assessment

    Step V.     Understanding the Requirements of an Evaluation for a Suspected Disability

    Step VI.     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

    School Psychologist

    School Nurse

    Classroom Teacher

    School Social Worker

    Special Education Teacher

    Educational Diagnostician

    Physical Therapist

    Behavioral Consultant

    Speech-Language Pathologist

    Audiologist

    Occupational Therapist

    Guidance Counselor

    Parents

    Step VII.     Understanding the Various Methods of Assessment Options Available to the MDT

    What Is a Comprehensive Assessment?

    What Is Norm-Referenced Testing?

    Norm-Referenced Tests

    What Are the Informal Assessment Methods Available to the MDT?

    Criterion-Referenced Tests

    Ecological Assessment

    Curriculum-Based Assessment and Curriculum-Based Measurement

    Portfolio Assessment

    Authentic Assessment

    Task Analysis

    Outcome-Based Assessment

    Learning Styles Assessment

    Primary Areas of Assessment

    Intelligence

    Language

    Perceptual Abilities

    Visual-Perceptual Ability

    Auditory-Perceptual Ability

    Perceptual-Motor Ability

    Attention

    Academic Achievement

    Reading

    Mathematics

    Written Language

    Behavior and Emotional and Social Development

    Assessing Problem Behavior

    Assessing Adaptive Behavior

    Assessing Emotional and Social Development

    Conclusions

    Step VIII.     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

    Step IX.     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 . . .

    . . . in the Initial Adjustment to the Assessment Process

    . . . in the Student’s Spoken Interactions With the Evaluator

    . . . in the Student’s Attempt to Adapt to the Requirements of the Assessment Process

    . . . in the Amount and Type of Effort Shown During the Assessment Process

    . . . in the Student’s Handling of Time Factors During the Assessment Process

    . . . by the Types of Responses Made During the Assessment Process

    Understand Behaviors That Provide Insight Into the Student’s Organizational Abilities During the Assessment Process

    Conclusions

    Step X.     Understanding the Components of a Professional Evaluation Report

    Practical Guidelines for Writing a Professional Evaluation Report

    Always Write in the Third Person

    Single-Space the Report to Condense the Length

    Bold or Italicize New Sections, and Separate Them by Skipping Two Lines

    Check for Spelling and Grammar

    Understand the Components of the Report

    Identifying Data

    Reason for Referral

    Background History

    Behavioral Observations

    Tests and Procedures Administered

    Test Results

    Steps for Writing Test Results

    Step 1: Write the Name of the Test

    Step 2: Create a Table for Each Test

    Step 3: Write a Brief Statement About What Each Subtest Measures

    Step 4: Report the Student’s Standard Score, Classification, and Percentile for Each Subtest

    Step 5: Make a Statement Regarding Something to Note About the Student’s Performance on Each Subtest

    Conclusions Section

    Recommendations Section

    Step XI.     Understanding What Is Required for a Presentation to the IEP Committee

    Concluding Thoughts

    Glossary

    References and Suggested Readings

    Index

    About the Authors

    Roger Pierangelo, PhD, is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs, served for eighteen years as a permanent member of Committees on Special Education, has more than thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and serves as a consultant to numerous private and public schools, PTA, and SEPTA groups. Dr. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State–licensed clinical psychologist, a certified school psychologist, and a Board Certified Diplomate Fellow in Student and Adolescent Psychology and Forensic Psychology. Dr. Pierangelo is the executive director of the National Association of Special Education Teachers and an executive director of the American Academy of Special Education Professionals. He also holds the office of vice president of the National Association of Parents with Children in Special Education.

    Dr. Pierangelo earned his BS from St. John’s University, MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Student and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Dr. Pierangelo is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

    Dr. Pierangelo is the author of multiple books published by Corwin Press, including The Big Book of Special Education Resources and the Step-by-Step Guide for Educators series.

    George Giuliani, JD, PsyD, is a full-time tenured associate professor and the director of Special Education at Hofstra University’s School of Education and Allied Human Services in the Department of Counseling, Research, Special Education, and Rehabilitation. Dr. Giuliani earned his BA from the College of the Holy Cross, MS from St. John’s University, JD from City University Law School, and PsyD from Rutgers University, the Graduate School of Applied and Professional Psychology. He earned Board Certification as a Diplomate Fellow in Student and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Dr. Giuliani is also a New York State–licensed psychologist and certified school psychologist and has an extensive private practice focusing on students with special needs. He is a member of the American Psychological Association, New York State Psychological Association, National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Students.

    Dr. Giuliani is the president of the National Association of Parents with Children in Special Education, executive director of the National Association of Special Education Teachers, and executive director of the American Academy of Special Education Professionals. He is a consultant for school districts and early childhood agencies and has provided numerous workshops for parents and guardians and teachers on a variety of special education and psychological topics. Dr. Giuliani is the coauthor of numerous books published by Corwin Press, including The Big Book of Special Education Resources and the Step-by-Step Guide for Educators series.

    Acknowledgments

    In the course of writing this book, we have

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