ACU fo EE - Redmond School District

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Cognitive/Intelligence Tests

Cognitive tests are usually administered for the purpose of making a prediction about the future academic per formance. Cognitive testing assesses verbal and nonver bal reasoning, perceptual skills, attention, and memory. Cognitive assessments are often called intelligence tests. Individually administered intelligence tests are more fre quently used for making educational placement decisions.

Examples of cognitive assessment may include the following:

Weschler Intelligence Scales for Children IV(WISC-IV) Weschler Adult Intelligence Scale-Revised (WAIS-III) Stanford Binet Intelligence Scale (SB IV) Kaufman Assessment Battery for Children (KABC-II) Kaufman Brief Intelligence Test (K-BIT) Universal Nonverbal Intelligence Test (UNIT) Woodcock Johnson tests of Cognitive Abilities Cognitive Assessment Systems (CAS) Differential Ability Scale (DAS)

Adaptive Behavior

In the evaluation of adaptive behavior, the primary pur pose of assessment is to determine the extent to which a child performs living skills at age-appropriate levels. Vari ous measures of adaptive behavior usually rely on the observations of a person (parent or teacher) who is fa miliar with the child. Typical areas assessed include com munication, daily living skills, socialization, and motor skills.

Examples of adaptive behavior assessments may include the following:

Vineland Adaptive Behavior Adaptive Behavior Inventory Scales of Independent Behavior Revised\ Adaptive Behavior Assessment System II (ABAS II )

Speech and Language

Language tests measure a student’s ability to understand and use language. Language consists of syntax, morphol ogy, semantics, and pragmatics. Syntax and morphology refer to the use of accurate sentence structure and word endings such as past tense, plurals, possessives, etc. Se mantics refers to the understanding and use of vocabu lary and concepts. Pragmatics is a measurement of how the student uses his/her language to meet their social needs.

Examples of Speech assessment may include the following:

Speech tests measure the student’s ability to articulate sounds and speak intelligibly. An articulation assessment may include the following: Arizona Articulation Test Phonological Process Test Speech Sample Hearing Screening Photo Articulation Test Goldman-Fristoe Test of Articulation II Oral Written Language– OWL

Examples of Language assessment may include the following:

Expressive One Word-Picture Vocabulary Test Comprehensive Receptive & Expressive Vocabulary Test (CREVT) Clinical Evaluation of Language Fundamentals-4 (CELF-4) Test of Language Development (TOLD-3) Test of Adolescent Language Test of Language Competence (TLC) Bader Reading & Language Inventory Language Sample Preschool Language Scale 3 Peabody Picture Vocabulary Test III Woodcock Munoz Language Proficiency Survey (WMLPS) Expressive Vocabulary Test (EVT) Other data such as student work samples, observa tions, criterion referenced testing related to academics. Studen 145 SE Redmo Tel-541 Fax: 54

A C U fo E E

OVERVIEW

The purpose of evaluation is to provide student, parents, teachers, school psy chologists, and other professionals with information to assist them in making deci sions regarding the identification, pro gram, and placement of children eligible for special education. It is important to remember that a refer ral for an evaluation means that you or your child’s teacher need more informa tion in order to better understand how to help her or him achieve success at school. If your child is referred for evaluation you must give permission before our testing can begin. It is important for parents to understand why testing is requested, what areas of learning and development will be assessed by the testing, what types of tests will be given, and how the test results will be used to help your child. The results of the tests will be shared with you once the evaluation is com pleted.

Commonly Used Tests for Special Education Eligibility and Program Planning

Achievement

Achievement test that directly assess student’s skill de velopment in academic areas such as reading, math, and written language. They measure the extent to which a student has profited from schooling and/or life experi ences compared to others of the same age or grade. Achievement test provide a global index of academic skill development and may be used to identify individual stu dents for whom educational intervention is necessary. Achievement tests are used most often to assess stu dents in an effort to identify those who demonstrate relatively low-level, average or high-level skills in com parison to their peers.

Examples of achievement tests for screening students may include the following:

Kaufman Tests of Educational Achievement II Weschler Individual Achievement Test (WIAT-II) Woodcock Johnson Tests of Achievement III (WJ III) Curriculum Based Assessments (CBM)

Achievement test for diagnosing specific skill devel opment may include the following:

Reading Inventories-Oral Reading Fluency Brigance Basic Skills Inventory Woodcock Reading Mastery Test Key Math Diagnostic Test Test of Written Expression and Spelling DIBELS-Dynamic Indicators of Basic Early Literacy Skills CWS– Correct Writing Sequences Other data such as student work samples, observa tions and curriculum based measurements.

Behavior

Tests of person evaluate a child’ expectations. T emotional, and b lish instructiona as delayed. Met scales, self-repo observational pr istics.

Assessments in lowing:

Attention De Conners Pare Behavioral Ev Behavior Rat Achenbach C Children’s D Devereaux C Behavior Ass Other data s and Function

Assessments of following:

Draw-a-perso Roberts App Reynolds Ad

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