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

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.

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 [email protected].

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