Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators
By Roger Pierangelo and George Giuliani
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Understanding Assessment in the Special Education Process - Roger Pierangelo
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 EducationCopyright © 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.
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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