bluuebunny/crossref_metadata_2025 huggingface dataset:
The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment
Authors: Epstein Michael H.
Published: May 2008

Assessment of children referred to and receiving special education services is based on a deficit model. Recently, questions about a deficit-driven assessment model have led to calls for alternative approaches. A strength-based approach to assessment focuses on the strengths, resources, and competencies of a child and family. The purpose of this article is twofold: (a) to provide an overview of strength-based assessment and (b) to discuss the development and psychometric characteristics of the Behavioral and Emotional Rating Scale (BERS). The BERS is a norm-referenced, standardized test that assesses the strengths of children and adolescents.
Assessment Models and Software Support for Assistive Technology Teams
Authors: Haines Len , Sanche Bob
Published: May 2008

The authors review the current mandate for considering the need for assistive technology services within the IEP process and highlight the importance of collaborative teamwork in assessing individual student needs for assistive technology (AT). Current assistive technology models are described to show what each contributes to our understanding of the process of AT assessment. They then outline "AT CoPlanner," a model that draws upon current models to create a more comprehensive framework for supporting AT teams. Finally, the efficacy of using " groupware," software to facilitate team planning and communication, is considered and a software version of the AT CoPlanner model is described.
Measuring Assistive Technology Outcomes in Schools Using Functional Assessment
Authors: Silverman Michelle Kaye , Stratman Kristine Freiberg , Smith Roger O.
Published: May 2008

Assistive technology is used to help maximize the educational outcomes of students with disabilities. However, few schools or districts effectively measure the outcomes of assistive technology. This article describes activities of Project OATS (Outcomes of Assistive Technology in the Schools), including identification and piloting of existing assessment instruments for possible use as an outcome measure; examining the validity of an existing instrument called the School Function Assessment (SFA), and field testing the School Function Assessment-Assistive Technology Version, an adaptation of the SFA.
Collegial Study Groups: A Strategy for Creating Shared Visions of Assistive Technology Outcomes
Authors: Edyburn Dave L.
Published: May 2008

While assistive technology devices are common in most schools, to date assistive technology appears to be acquired more frequently in response to advocacy efforts on behalf of individual students rather than as the result of systemic evaluation of the needs of all students. While such efforts are developmentally noteworthy, they are hardly adequate for achieving large-scale benefits. The purpose of this article is to describe professional development and change strategies for fostering collaborative and systemic efforts to consider assistive technology and evaluate its impact. A self-study process is used to engage teachers, administrators, and related service personnel in a series of collegial conversations about assistive technology outcomes. Four topics are used to structure the conversations: (a) assistive technology and human performance, (b) assistive technology consideration, (c) assistive technology service delivery systems, and (d) accountability initiatives. Group processes are critical for the profession if we are to move beyond individual visions to common, shared visions of the ways assistive technology enhances independence, communication, mobility, and learning opportunities for students with disabilities. The implications of these professional development and change strategies are noted relative to current practice, policy, and future research.
Legal Requirements for Assessing Students with Emotional and Behavioral Disorders
Authors: Yell Mitchell L. , Drasgow Erik
Published: May 2008

Assessment is an integral part of the learning and teaching process. The assessment process helps to (a) determine eligibility for special education programming, (b) plan instructional programs, and (c) monitor and evaluate student progress. Additionally, IDEA now requires that IEP teams conduct functional behavioral assessments and manifestation determinations. In this article we examine the legal requirements of assessing students with disabilities, especially students with emotional and behavioral disorders. We begin with a review of assessment legislation and litigation in special education. Next, we analyze the legal requirements for how to conduct assessments of students with EBD. Finally, we offer our analysis of school districts' obligations under the law and provide suggestions for how to conduct educationally appropriate and legally correct assessments.
Causal Factors and Potential Solutions for the Persistent Underidentification of Students Having Emotional or Behavioral Disorders in the Context of Schooling
Authors: Walker Hill M. , Nishioka Vicki M. , Zeller Richard , Severson Herbert H. , Feil Edward G.
Published: May 2008

This article examines factors associated with the substantial underidentification, referral and service of the student population having emotional-behavioral adjustment problems in school. The identification of students as emotionally or behaviorally disturbed over the past decade is analyzed in terms of their absolute number and distribution across age-grade levels. These results are contrasted with those for students with autism, which show a highly divergent pattern in both level and distribution. The validity of the EBD categorical certification is evaluated in terms of its ability to identify a unique student subpopulation as distinct from students with social maladjustment and learning disabilities. The professional literature related to disincentives and barriers to the proactive screening and identification of students having behavior problems is discussed. Multiple-gating and universal approaches to the screening-identification of students with EBD are illustrated and some guidelines are offered as to their effective application in school settings. It is recommended that schools abandon the EBD certification process to focus instead on assessing behaviorally at-risk students along internalizing-externalizing and severity dimensions.
Assessment for Eligibility: Issues in Identifying Students with Emotional or Behavioral Disorders
Authors: Landrum Timothy J.
Published: May 2008

This article presents an overview of several problems associated with assessing students with emotional or behavioral disorders (EBD) for eligibility. Major issues include underidentification of students in the category of EBD and the continuing overrepresentation of students of minority ethnicity. Movement away from the traditional norm-referenced approach to assessment toward a more functional approach seems to offer the most promise for addressing these concerns.
Assessment of Social Skills in Students with Emotional and Behavioral Disorders
Authors: Gresham Frank M.
Published: May 2008

Social competence deficits are characteristic of students with emotional and behavioral disorders (EBD), given that one criterion specified in the Individuals with Disabilities Education Act include the inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Social skills can be defined as specific behaviors that an individual performs competently on a social task, whereas social competence is an evaluative term based on judgments of significant others (e.g., teachers, parents, peers) regarding the appropriateness of behavioral performances. This article discusses the social skills assessment process within the context of a three-stage problem-solving model of problem identification, problem analysis, and treatment evaluation. Specific social skills assessment strategies are described and linked to a classification system of social skills deficits. This classification was viewed as important in matching specific social skills deficits to intervention strategies.
Assessing Students with Emotional and Behavioral Disorders Using Curriculum-Based Measurement
Authors: Plasencia-Peinado Judith , Alvarado Jose Luis
Published: May 2008

The authors propose the use of curriculum-based measurement (CBM) to evaluate the effectiveness of the academic and behavioral programming for students with emotional and behavioral disorders. When applied to a problem such as the school failure of students identified as having emotional or behavioral disorders, CBM data regarding the appropriateness of identification as well as the student's performance may reveal important features of effective instructional practices and their effects on students' academic performance. CBM data can help reveal features of practices that increase achievement and reduce failure for students with disabilities and may be particularly effective in addressing problems in the assessment of minority students.
Participation in Statewide Assessments: Views of District-Level Personnel
Authors: Shriner James G. , DeStefano Lizanne
Published: May 2008

Federal requirements for the inclusion of students with disabilities in state and district assessments have created a need for increased attention to the processes used by local district personnel for participation and accommodation decisions. This article reports findings of an investigation of the views of teachers, administrators, and assessment personnel about issues stemming from the participation of students with disabilities in large-scale assessments. Participants responded to surveys and interview questions as part of a program of in service training and consultation on assessment decisions. Findings suggest that local personnel are giving increasingly careful consideration to: (a) appropriateness of curriculum choices, (b) assessment option(s) that best match instructional choices, and (c) responsible use of accommodations for instruction and assessment. Participants saw increased opportunities for meaningful assessment and potential challenges in managing the logistics and consequences of participation and accommodation decisions. Results are discussed with implications for educational diagnosticians and assessment personnel in future decision-making roles.
Overview of Test Accommodations
Authors: Bielinski John
Published: May 2008

The impetus for providing a large array of test accommodations is to ensure that all students with disabilities can meaningfully participate in state and district assessment systems. The range of accommodation options varies across states, as do the characteristics of students receiving accommodations. Data from several states now indicate that about 50% of those participating in general assessments do so with accommodations (Bielinski, Ysseldyke, Bolt, Friedebach, & Friedebach, this issue; Elliott, Bielinski, Thurlow, DeVito, & Hedlund, 1999; Trimble, 1998). However, there is other evidence of considerable variability in rates (Thompson & Thurlow, this issue). Data from states that track accommodation use indicate that the majority of students receiving accommodations are students with learning disabilities. This is not surprising, since roughly 50% of students identified with a disability are classified as having a learning disability. Since test results are to be disaggregated for students with disabilities, many of whom use accommodations, it is important to demonstrate that scores obtained from accommodated administrations accurately reflect achievement.
Prevalence of Accommodations for Students with Disabilities Participating in a Statewide Testing Program
Authors: Bielinski John , Ysseldyke James E. , Bolt Sara , Friedebach Melodie , Friedebach James
Published: May 2008

This study reports empirical data on the use of various test accommodations for students with disabilities participating in the Missouri Assessment Program. The findings indicate that three accommodations, extended time, small-group administration, and read-aloud, account for nearly all of the students using an accommodation. The results also demonstrate that accommodations are rarely used in isolation. Students using one accommodation are very likely to use at least one additional accommodation. Although the read-aloud accommodation was not the most frequently used, we argue that more emphasis should be given to studying the effects of this accommodation.
Considerations in the Use of Nonapproved Accommodations
Authors: Thurlow Martha L. , Wiener Daniel J.
Published: May 2008

The use of accommodations during state and district assessments by students with disabilities is now generally accepted. Still, controversy surrounds specific accommodations that policymakers have determined change the construct measured or the comparability of scores. States and districts have given these accommodations various names, such as nonallowed accommodations, nonstandard accommodations, or modifications, to indicate that either they are not to be used or, if used, scores from them are to be treated differently. The purpose of this article is to identify the problems associated with excluding the scores of students who need nonapproved accommodations and to explore the ways in which scores from assessments taken with these accommodations can be included in system and student accountability systems.
American Sign Language as an Accommodation During Standards-Based Assessments
Authors: Johnson Evelyn , Kimball Kathy , Brown Shawn Olson
Published: May 2008

In many states, standards-based education reform includes high-stakes assessment of children. Due to increasing pressure from the Individuals with Disabilities Education Act to include all children in state and district standards and assessments, many states have developed testing accommodation policies for special populations. In this study, we report specific challenges to the inclusion of deaf and hard of hearing students in the Washington State Assessment of Student Learning and the accountability system. One of the unanswered questions is whether the use of American Sign Language as an accommodation impacts the validity of standards-based assessments. The data from this study suggest that sign language use as an accommodation presents political, practical, and psychometric challenges. In particular, sign language translation can result in the omission of pertinent information required to answer a test item correctly. The authors make practical suggestions for leaders and test administrators about implementing accommodations.
Past and Current Research on Out-of-Level Testing of Students with Disabilities
Authors: Minnema Jane E. , Thurlow Martha L. , Bielinski John , Scott James K.
Published: May 2008

Out-of-level testing has been proposed as an approach to including more students with disabilities in statewide tests. Currently, 12 states have policies to test students out of level with more states considering the possibility. However, the policy and practice of out-of-level testing are surrounded by concerns that have not been fully addressed by research. In this article, we present our initial findings related to the psychometric issues and the current policies and practices of out-of-level testing. We conclude with a discussion of future research needs that are important considerations for practitioners who test students with disabilities out of level in statewide assessment programs.
Alternate Assessment: Early Highlights and Pitfalls of Reporting
Authors: Burdette Paula
Published: May 2008

Alternate assessment scoring and reporting systems are emerging across states. This article highlights those of Delaware and Indiana. Delaware's alternate assessment portfolios are scored by two third parties using a multidimensional rubric. Scores are checked for agreement, and discrepancies are resolved. Delaware reports five dimension scores and a total portfolio score, aligned in format to the regular assessment reports. In Indiana, lead teachers use a rubric similar to that used in general education assessments to score alternate assessment electronic portfolios. The state is in the process of developing a common metric for domain and subdomain scores, which will allow alternate assessment scores to be reported with the same level of detail as general assessment scores. Although these states were selected for this report due to their preparedness in the area of reporting, both view their methods as still evolving and improving.
Eight Steps to Effective Implementation of Alternate Assessments
Authors: Thompson Sandra J. , Quenemoen Rachel F.
Published: May 2008

Alternate assessments provide a way for students with even the most significant disabilities to be included in state and district assessment systems. Eight important steps are involved in successful state or districtwide implementation. This article describes each of the following steps: (a) inform stakeholders about the importance of alternate assessments in the context of school reform; (b) educate all students to the same high standards and expectations; (c) identify partners to support alternate assessment participants in their work toward high standards; (d) use a practical process to decide how students will participate in assessments; (e) develop standards-based IEPs and transition plans and integrate performance data with alternate assessments; (f) use a variety of assessment strategies to collect and compile alternate assessment data; (g) score alternate assessments, report results, and use the data for school improvement; and (h) evaluate alternate assessment implementation.
Addressing Standards and Assessments on the IEP
Authors: Thompson Sandra J. , Thurlow Martha L. , Esler Amy , Whetstone Patti J.
Published: May 2008

The purpose of this study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 specifically addressed educational standards on their forms; 31 addressed the general curriculum on their IEP forms. IEP forms in 30 states listed three or more options for assessment participation, including standard participation in general state or district assessments, accommodated participation, and alternate assessment participation. Because IEP forms may be the only source of information to guide decisions during IEP team meetings, we make several recommendations for IEP forms that will provide decision-making guidance to IEP teams.
Use of CBM Oral Reading in the General Education Classroom
Authors: Green Susan K.
Published: May 2008

This study explored the adaptation and impact of curriculum-based measures (CBM) of oral reading in a general education classroom. Using interviews and classroom observations, this study examined one teacher's modification of CBM for use in her fourth-grade general education classroom. The teacher used information from monthly administration of CBM oral reading measures to modify classwide and individual instruction and to inform students and their parents of progress. The interplay of qualitative and quantitative elements of the information was important for the teacher's own use of the assessment, but she appeared to emphasize quantitative elements such as relative standing or progress using numerical scores when interacting with parents and students. Three key elements in this teacher's CBM practice— standardization, reduced time requirements, and qualitative inferences—may provide insight into some of the important assessment needs of general education teachers.
Factor Structure of the Woodcock Reading Mastery Tests-Revised, Forms G and H
Authors: Williams Thomas O. , Eaves Ronald C. , Cox Cynthia
Published: May 2008

The Woodcock Reading Mastery Tests-Revised (WRMT-R) is a test battery that is used to measure basic reading skills, reading comprehension skills, and total reading achievement. According to Woodcock (1987), the Word Identification and Word Attack tests measure two elements of basic reading skills, whereas the Word Comprehension and Passage Comprehension tests measure two elements of reading comprehension. Collectively, according to Woodcock, the four tests measure an individual's total reading achievement. This study evaluated Woodcock's claims by analyzing the factor structure of the WRMT-R for Forms G and H. Principal axis factor analyses with promax rotations were used to evaluate evidence that the WRMT-R contains a large unrotated general factor and, when rotated obliquely, two correlated factors representing basic skills and reading comprehension. Variables with pattern coefficients of .55 or greater were considered to be significant. Using these criteria, the WRMT-R produced a robust unrotated general factor for both forms. When the factor matrices were rotated obliquely, two factors emerged for each form based on the pattern coefficients. However, based upon the large interfactor correlations ( rs = .84, and .77), one might question the practical distinction between the two factors. Thus, Woodcock's assertions regarding the factor structure of the WRMT-R were partially supported.
Reliability and Validity of the Writing Essential Skill Screener—Elementary Version (WESS-E)
Authors: Erford Bradley T. , Dorman Stacy L. , Ivey Elizabeth A. , Wingeart Leah N.
Published: May 2008

The Writing Essential Skill Screener - Elementary Version (WESS-E) was designed to screen primary-grade children who are at risk for writing difficulties. 'Four independent samples of boys and girls ages 6-7 were used to study the WESS-E's reliability and validity. Internal consistency of WESS-E items (n = 499) was .91, while 30-day test-retest reliability (n = 83) was .86. On item analysis of the standardization sample, items ranged in difficulty from .28-.98 (median = .49), while 88% of WESS-E items met or exceeded a.50 item discrimination criterion. The WESS-E yielded concurrent validity coefficients (n = 125) of .75 with scores on the Woodcock-Johnson: Tests of Achievement - Revised (WJ-R) Broad Written Language Domain and .78 with scores on the Wide-Range Achievement Test - Revised (WRAT-R) Spelling subtest. Exploratory factor analytic procedures suggest the WESS-E is comprised of two dimensions: writing skills and name writing. However, this factor structure did not fit the data well using confirmatory factor analytic procedures. A diagnostic efficiency study indicated the WESS-E's total predictive value was 84%, sensitivity = .92, specificity = .76, positive predictive power = .79, and negative predictive power = .90.
Assessment of Social Competence and Social Networks for Transition
Authors: Black Rhonda S. , Ornelles Cecily
Published: May 2008

Assessment of social competence and social networks is a critical component of transition planning. This article addresses various methods of assessment and support of social competence in school and the community to prepare individuals with mild to moderate disabilities for adulthood. The article emphasizes that transition planning and preparation is a continual process that begins in the early school experiences and continues through adulthood, and that assessment plays a crucial role in guiding instruction and transition planning.
Screening and Diagnostic Instruments for Identification of Autism Spectrum Disorders in Children, Adolescents, and Young Adults: A Selective Review
Authors: Charak David A. , Stella Jennifer L.
Published: May 2008

The diagnosis of autistic spectrum disorders (ASD) is an often-challenging task. Professionals may have difficulty interpreting diagnostic criteria for ASD due to the heterogeneity of the disorder across persons and the change on its symptom presentation within individuals as they mature. In order to assist clinicians in the diagnostic process, numerous rating scales and observational instruments have been developed. This paper will provides in-depth information regarding the most commonly used instruments for the screening or diagnosis of ASD. Reliability, validity, format, and target population will be presented, with the aim of helping clinicians select appropriate measures to assist in the accurate diagnosis of ASD. Future directions with respect to the development of new instruments will be discussed.
The Role of Developmental Histories in the Screening and Diagnosis of Autism Spectrum Disorders
Authors: Plotts Cindy , Webber Jo
Published: May 2008

The incidence of diagnosed cases of autism spectrum disorder (ASD) has increased dramatically over the past decade. This may indicate a larger population of individuals with ASD, and may also be the result of better diagnostic definitions and procedures. Early accurate diagnosis is particularly important for children with ASD because of the documented benefits of early educational interventions. One very important component of an ASD screening and diagnostic process is a developmental history. Not only can this type of information assist with diagnosis, but the process of interviewing parents and primary caretakers can provide opportunities for establishing a working alliance with the family, inform further assessment decisions, and facilitate treatment and intervention for coexisting and comorbid disorders. Both structured and semi-structured formats are available for obtaining developmental histories. Personnel who are assigned to obtain developmental histories need strong interviewing skills and extensive knowledge about the diagnostic indicators of ASD.
Cognitive Patterns in Autism Spectrum Disorders
Authors: Meyer Jessica A.
Published: May 2008

This article provides a brief overview of recent literature on the cognitive and neurocognitive profile characteristic of autism spectrum disorders. Emphasis is placed on potential links between cognitive profiles and social or adaptive functioning. Suggestions for assessment measures are provided.
Sensory Assessment for Children and Youth with Autism Spectrum Disorders
Authors: Rinner Louann
Published: May 2008

It is generally accepted that children with autism spectrum disorders (ASD) face varying levels of challenges processing sensory information (Ayres, 1979; Baranek & Berkson, 1994). The literature reports that persons with autism process sensory experiences differently than persons without autism (Dunn, Myles, & Orr, in press; Grandin, 1995; Short, 2001; Stehli, 1991; Williams, 1994). The purpose of this article is to present considerations for assessing sensory issues in individuals with ASD as a means of gathering information useful to families and professionals in understanding children and designing intervention strategies that support success across environments.
Behavioral, Social, and Emotional Assessment of Students with ASD
Authors: Barnhill Gena P.
Published: May 2008

Individuals with autism spectrum disorders (ASD) present challenges in the areas of socialization, emotional expression, and behavior. Appropriate assessment of these areas is essential for determining appropriate intervention strategies. Conducting a functional behavioral assessment (FBA) is an integral part of the assessment process. This article focuses specifically on techniques and instruments that are used when conducting a behavioral, social, and emotional assessment of students with ASD.
Assessment of Communication and Language in Classical Autism: Issues and Practices
Authors: Ogletree Billy T. , Pierce Kathleen , Harn William E. , Fischer Martin A.
Published: May 2008

This article describes practices effective in assessing communication and language in persons with autism. We begin with a review of the basic principles that govern assessment in the discipline of speech-language pathology. This is followed by a discussion of features associated with the syndrome of autism that impact communication and language assessment. A few general strategies to address these features are provided. We conclude with a presentation of assessment protocols useful for persons with autism at all functioning levels.
Assessment of Social Skills for Students with Asperger Syndrome and High-Functioning Autism
Authors: Garcia Winner Michelle
Published: May 2008

Students with high-functioning autism and Asperger Syndrome exhibit deficits in their ability to utilize appropriate social skills across a variety of contexts; however, standardized tests are typically not sensitive to the significance of these deficits. Social skills are a behavioral manifestation of social cognition. A framework will be introduced to summarize areas of social cognition that are generally weak and impacts students' ability to relate to others. A five-step approach to assessment will be reviewed to provide information regarding the origin and nature of students' social cognition and related skills. Finally, informal assessment tools will be defined and described.
Preacademic and Vocational Assessment: The Key to Effective Educational Programming for Students with Autism
Authors: Bock Marjorie A. , Hurlbutt Karen
Published: May 2008

Effective educational programs for students with autism include developmentally appropriate learning activities targeting emerging skills. The best way to identify emerging skills is the use of developmental assessment instruments created specifically for students with autism. This article describes two developmental assessment instruments commonly used by teachers who work with students with autism: The Psychoeducational Profile-Revised (PEP-R) and the Adolescent and Adult Psychoeducational Profile (AAPEP).
Academic Assessment of Children and Youth with Asperger Syndrome, Pervasive Developmental Disorders-Not Otherwise Specified, and High-Functioning Autism
Authors: Hagiwara Taku
Published: May 2008

As many children and youth with Asperger Syndrome (AS) are placed in general education settings, assessing their academic skills has become a necessary component in providing educational services. Despite the increasing prevalence of this disability, no systematic academic assessment methods have been found that provide a comprehensive understanding of the academic strengths and concerns of individuals with AS. This article introduces some approaches that educational practitioners can use, while emphasizing the need for a comprehensive assessment system involving both formal and informal assessment methods as a part of educational interventions.
Assessment and Intervention: Promoting Successful Transitions for College Students with ADHD
Authors: Parker David R. , Benedict Kenneth B.
Published: May 2008

Based upon recent trends among college students with ADHD and dialogue among postsecondary professionals, an alternative model of assessment that transcends test-centered approaches is proposed. With an emphasis on the development of more user-friendly and practical reports, the article also addresses differential diagnosis and comorbidity, medication management, and common maladaptive behavior patterns needing assessment, treatment, and prevention. The role of postsecondary service providers in using formal and informal assessment measures to determine reasonable accommodations and effective services is explored. Finally, practices that assist students in becoming self-determined adults are recommended.
Using Curriculum-Based Measures to Promote a Linked System Approach
Authors: Pretti-Frontczak Kristie L.
Published: May 2008

Early childhood intervention teams face many challenges in providing high-quality services. Challenges include accurately assessing children's current strengths and needs, developing transdisciplinary goals and objectives, individualizing intervention within the context of developmentally appropriate activities, and monitoring children's performance across time. To address the complexities and challenges of providing services to young children with special needs and their families, a linked system to intervention has been recommended. Within a linked system approach, assessment information guides the development of goals and objectives, which in turn guides individualization of intervention efforts and evaluation activities. Specifically, recommended practice suggests the use of curriculum-based measures in promoting a linked system approach. This article outlines a five-step process for use in selecting and adopting curriculum-based measures designed to facilitate a linked system approach and promote family-centered, collaborative early childhood intervention practices.
Weaving Assessment Information into Intervention Ideas: Planning Communication Interventions for Young Children with Disabilities
Authors: Hampton Enrica O. , Whitney Diana Williams , Schwartz Ilene S.
Published: May 2008

What is communication? What is involved in conducting a high-quality communication assessment? How can educators use information gathered during the assessment process to guide intervention plans for children with communication deficits? These are the questions addressed in this article. Assessment is a dynamic process that attempts to collect information to answer questions about child performance. In the area of communication assessment, these questions need to include information about how the child communicates, what the child communicates, and how successful the child is in her communicative attempts. The process should be individualized, pragmatically oriented for classroom application, grounded in a basic understanding of communication, culturally relevant, and should include information from a collaborative team of practitioner and parents. Assessments should yield information that help teams write functional goals and objectives for children. Examples of objectives and data collection strategies that can be used across settings are included.
Assessment of Preschool Children's Peer-Related Social Competence
Authors: Brown William H. , Odom Samuel L. , Buysse Virginia
Published: May 2008

Educators view preschool children's peer-related social competence as a fundamental developmental process. Nevertheless, effective assessment of social competence by teachers for planning peer-related social competence interventions appears to be noticeably lacking in many preschools. One reason for the infrequent use of effective assessment strategies may be that many early childhood educators are not as knowledgeable about methods for measuring peer-related social competence as they are with procedures for assessing other developmental areas (e.g., cognitive abilities, language skills). Given the limited use of social competence assessments by teachers, we briefly review three assessment strategies for preschool children and make recommendations concerning practical assessment of preschoolers' peer-related social competence.
Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments
Authors: Burns Matthew K. , Tucker James A. , Hauser Andrea , Thelen Renee L. , Holmes Katherine J. , White Kelly
Published: May 2008

Curriculum-based assessment for instructional design and curriculum-based measurement both involve measurements of reading fluency, which are often interpreted through comparisons to local norms. However, local norms are not always available and some scholars argue for a criterion-referenced approach when making instructional decisions. The current study examined the relationship between reading fluency and comprehension by having 49 third- and fourth-grade students orally read four passages from standardized reading assessment tools with an incremental increased percentage (0%, 10%, 20%, and 30%) of scrambled words. The number of words read correctly/minute and percentage of comprehension questions correctly answered were recorded. A suggested criterion of approximately 50 words/minute was found using the mean fluency rate of the highest passage in which students demonstrated adequate comprehension, but a wide range of normalcy was also noted. Suggestions for future research are included.
Measuring Functional Independence of Students with Severe Disabilities: Issues and Methods
Authors: Wilczenski Felicia L. , Bontrager Terry , Ferraro Barbara
Published: May 2008

This review highlights issues in functional outcome assessment and describes educationally based functional outcome measures applicable to students with severe disabilities. The demand for increased inclusion of students with disabilities in general education settings has resulted in a need for assessments to identify students' capabilities to meet the functional as well as academic demands of school. Students with disabilities often have difficulties at school because of physical, cognitive, behavioral, social, and emotional impairments that interfere with their ability to participate fully in learning activities. Specific norm-referenced and criterion-referenced instruments are reviewed for their usefulness in describing functional independence and functional challenges across educational settings.
Interrater Agreement for Syndromic Profile Classifications on the Adjustment Scales for Children and Adolescents
Authors: Canivez Gary L. , Watkins Marley W.
Published: May 2008

This article reports on an investigation of the interrater agreement on the Adjustment Scales for Children and Adolescents (ASCA) syndromic profile classifications. Teaching professionals (N = 29) who shared the same classroom for a minimum of one hour per day provided independent ratings of the same child on the ASCA. Results indicated that statistically significant interrater agreement was achieved across all 22 syndromic profile classification levels. However, good clinical significance was obtained only for the three- and two-level broad classifications while fair clinical significance was obtained for the five-level broad classifications. Thus, there was adequate interrater agreement for ASCA classifications that reflected broad levels of adjustment and maladjustment but inadequate agreement for specific behavioral types of adjustment and maladjustment. Additional research with much larger sample sizes is needed to better determine the agreement for the 22 syndrome profiles.
Preservation of a National Credential: The Professionally Recognized Special Educator Certificate in Educational Diagnosis
Authors: Sutton Joe P. , Elksnin Nick , Layton Carol A. , McElroy Patricia A.
Published: May 2008

The Professionally Recognized Special Educator certificate in educational diagnosis (PRSE-ED) is facing possible termination by the Council for Exceptional Children (CEC), primarily due to the lack of an examination that would serve as an assessment component for PRSE-ED candidates. After an overview of the history of the PRSE-ED credential program, this article discusses the Council for Educational Diagnostic Services' (CEDS) position on the PRSE-ED, prior efforts to resolve the examination issue, a similar movement by another professional organization, states and agencies in the United States that license diagnosticians and their impact on the PRSE-ED program, and need for continuation of the PRSE-ED program. The authors conclude with CEDS' recommendation to CEC of a cost-effective, criterion-referenced test that could serve as the examination component for the PRSE-ED program.
Portfolios in Large-Scale Alternate Assessment Systems: Frameworks for Reliability
Authors: Garrett Brent , Towles Elizabeth , Kleinert Harold , Kearns Jacqui
Published: May 2008

IDEA 97 legislated a greater emphasis on school, district, and state accountability in special education policy in an effort to ensure the inclusion of all students with disabilities in large-scale assessments. While such reform has been taking place in general education for over a decade, large-scale assessment and accountability efforts are new to special education. The reliability of educational assessments is of utmost importance for those developing alternate assessments for students with significant disabilities unable to participate in general state and district assessments. By drawing from related literatures, we provide a template to assist policy makers in developing and refining reliable large-scale alternate assessments. We also draw upon Kentucky's 10-year experience with its alternate assessment and recent work with several states that are in the process of developing their alternate assessment systems.
A Comparison of the Spontaneous Writing Quotient of the Test of Written Language (3rd ed.) and Teacher Ratings of Writing Progress
Authors: Burns Matthew K. , Symington Todd
Published: May 2008

The third edition of the Test of Written Language (TOWL-3; Hammill & Larsen, 1996) is among the most commonly used writing assessment instruments, but research on this tool is somewhat limited. Given the recent emphasis on aligning assessment with the general curriculum, and the need for additional research, the current study compared the Spontaneous Writing Quotient (SWQ) of the TOWL-3 to teacher ratings of progress in the local writing curriculum. Hammill and Hresko (1994) conducted a similar study, but with only 76 students. The current sample of 147 third-and fifth-grade students from one school district in Michigan revealed corrected coefficients that ranged from .39 to .48. These were consistent with previous research, but offered only low to moderate support for the criterion-related validity relative to the local curriculum, and reinforced the need to examine the appropriateness of the TOWL-3 given the district's writing curriculum.
The Psychometric Effects of Altering the Ceiling Criterion on the Passage Comprehension Test of the Woodcock Reading Mastery Tests- Revised/NU
Authors: Simpson Robert G. , Smith Shana , Johnson Todd E. , Halpin Gerald
Published: May 2008

The Passage Comprehension portion of the Woodcock Reading Mastery Tests - Revised/NU was administered to 63 middle school and high school students and scored according to the ceiling criterion recommended in the test manual (i.e., six consecutive errors). The protocols were then rescored using the following ceiling criteria: (a) five consecutive errors, (b) five errors in six consecutive responses, and (c) five errors in seven consecutive responses. A strong relationship was determined between raw scores obtained using all four scoring methods. An external measure, full scale intelligence quotient, was found to be consistently correlated between each group of raw scores. The number of items administered was reduced to a statistically significant degree by relaxing the ceiling criterion without negatively affecting the psychometric properties of the test. Regression equations were presented in order to create accessibility to the Woodcock Reading Mastery Tests - Revised/NU norm tables when using the alternative scoring methods. Practical implications of the results are presented.
The Structure of the School Social Behavior Scales: A Confirmatory Factor Analysis
Authors: Crowley Susan L. , Merrell Kenneth W.
Published: May 2008

The School Social Behavior Scales (SSBS; Merrell 1993a) is a behavior rating instrument designed for use by teachers and other school personnel in evaluating social and antisocial behavior of children in grades K through 12. Published psychometric data for the SSBS have been promising to date. Although exploratory factor-analytic techniques were used to define its subscales, a confirmatory methodology has not been used with this measure. The present research sought to confirm the structure of the SSBS using the national data collected for the standardization and norming of the instrument. The standardization sample was split to allow for post-hoc model fitting, if necessary. The initial model tested for both the Social Competence and Antisocial Behavior scales was in line with the scoring recommendations of the author, and results suggested some model mis-specification. Alternative models were tested to identify a model that would provide a better fit to the data. After identification of an acceptable model, the invariance of the new model was tested with the remaining half of the standardization sample. Generally, both scales performed well and resulted in models very similar to those originally proposed by the author of the instrument. These findings support the continued use of the SSBS for both clinical and research purposes. Results are discussed from the perspectives of screening, assessment, and intervention planning with children and youth in K-12 educational settings.
Curriculum-Based Measures: Development and Perspectives
Authors: Deno Stanley L.
Published: May 2008

Curriculum-based measurement (CBM) is an approach to measuring the academic growth of individual students. The essential purpose of CBM is to aid teachers in evaluating the effectiveness of the instruction they provide to individual students. While early research focused on the utility and effectiveness of CBM for increasing the achievement of students with learning disabilities, extensions of CBM research now address a broad range of educational issues in both special and general education with different populations and in new curriculum domains. This article provides a brief history of CBM clarifying its relationship to curriculum-based assessment, a summary of the primary features of CBM, and a rationale for its design. Extensions of CBM to new research domains are identified, and a perspective is provided on the place of CBM in the broader context of educational assessment.
The Potential for Diagnostic Analysis within Curriculum-Based Measurement
Authors: Fuchs Lynn S. , Fuchs Douglas , Hosp Michelle K. , Hamlett Carol L.
Published: May 2008

Curriculum-based measurement (CBM) can enhance teacher planning by signaling teachers when a student's rate of improvement is inadequate and, therefore, revisions to the instructional program are needed. In reading, however, the diagnostic value of CBM to help teachers determine the nature of the required instructional changes is limited because it is difficult to extract descriptions of specific reading skills from the CBM performance. In this article, we describe recent efforts to develop a reading diagnostic analysis to be used in conjunction with CBM for informing teachers how to refocus their instruction to address individual needs.
Identifying an Indicator of Growth in Early Writing Proficiency for Elementary School Students
Authors: Lembke Erica , Deno Stanley L. , Hall Kim
Published: May 2008

In this study we compared alternative measures of early writing performance to identify an indicator of writing proficiency that teachers could use to monitor student growth and evaluate instructional effectiveness. The participants were 15 second-grade students in a summer school program for students at risk. The performance sampled was word copying, sentence copying, word dictation, and sentence dictation. Two- to three-minute samples of performance were obtained and several different scores were examined. The criterion validity of the early writing measures was examined using both global judgments of competence and quantitative scoring of story writing as criteria. Writing from word and sentence dictation entered into very high correlations with both criteria, showing promise as indicators of early writing proficiency. The results are discussed in terms of desirable features of assessment procedures including technical adequacy, administrative efficiency, and consumer acceptability.
How Do Critical Thinking Measures Fit Within Standards-Based Reform?
Authors: Ketterlin-Geller Leanne R. , McCoy Jan D. , Twyman Todd , Tindal Gerald
Published: May 2008

In this article, we consider three components of the current assessment landscape and analyze the problems inherent in documenting student performance and progress. In particular, we focus on middle-secondary subject matter. First, we address state standards that are fundamental to most large-scale assessment systems. Then, we reference the curriculum, critiquing the text structures that frame content information and eventually limit the type of learning that can be documented. Finally, we consider critical thinking measures, an alternative procedure for monitoring student performance and progress. We end with an analysis of alignment between the three components.