Assessing Learners with Special Needs: An Applied Approach, seventh edition, is a practical book designed to teach you about the complex procedures of the assessment process. Each chapter starts out with a chapter focus that contains CEC Knowledge and Skills Standards that show you what you are expected to master in the chapter. Concepts are presented in a step-by-step manner followed by exercises that help you understand each step. Portions of assessment instruments, protocols, and scoring tables are provided to help you with the practice exercises. Additionally, you will participate in the educational decision-making process using data from classroom observations, curriculum-based assessment, functional behavior assessment, and norm-referenced assessment. New to the seventh edition: * An emphasis on progress monitoring, including progress monitoring applied to the acquisition of knowledge and skills presented in this text* The assessment process according to the regulations of IDEA 2004* A separate chapter on transition issues and assessment* A separate chapter on assessment in infancy and early childhood* A new chapter on the measurement aspects of Response to Intervention* Increased consideration of students from culturally and linguistically diverse backgrounds in the assessment process

Table of Contents

Part 1 Introduction to Assessment Chapter 1 An Introduction Chapter 2 Laws, Ethics, and Issues Part 2 Technical Prerequisites of Understanding Assessment Chapter 3 Descriptive Statistics Chapter 4 Reliability and Validity Chapter 5 An Introduction to Norm-Referenced Assessment Part 3 Assessing Students Chapter 6 Curriculum-Based Assessment and Other Informal Measures Chapter 7 Response to Intervention Chapter 8 Academic Assessment Chapter 9 Assessment of Behavior Chapter 10 Measurement of Intelligence and Adaptive Behavior Chapter 11 Special Considerations of Assessment in Early Childhood Chapter 12 Special Considerations of Assessment in Transition Part 4 Interpretation of Assessment Results Chapter 13 Interpreting Assessment for Educational Intervention

About the Author

Terry Overton has experience as a special education classroom teacher, educational diagnostician, and consults with school districts regularly as a Nationally Certified School Psychologist. She conducts research in the area of autism spectrum disorders and assessment and she continues to provide professional development to school districts to assist with the implementation of RTI models.