Assesment

Front 1

What are the two primary reasons for assessing language abilities.

Back 1

1. The ability to converse is highly desirable
2. Language difficulties can lead to behavior disorders, learning disabilities, and reading disorders.

Front 2

In addition of the use of standardized oral language assessment, what non-standard evaluation procedure must be conducted to assist with obtaining a child's true language ability.

Back 2

Language Sample- listening to them talk to others.

Front 3

Explain the possible impact of acculturation on intelligence test performance.

Back 3

Genetics play a large part because each test has a different demand on the student. Based on a child's educational and cultural background certain question may be easier to answer.

Front 4

List the three types of intelligence tests.

Back 4

Individual, group, nonverbal

Front 5

Bayley III

Back 5

Bayley Scales of Infant Development 3rd ed. Used to primarily to assess the motor, language, and cognitive development of ages 0-3.

Front 6

UNIT

Back 6

Universal nonverbal intelligence test

Front 7

WISC-IV

Back 7

The wechsler intelligence scale for children- IV

Front 8

WJ-III (COG)

Back 8

Woodcock Johnson Test of Cognitive Abilities

Front 9

WNV

Back 9

Wechsler Nonverbal Scale of ability.

Front 10

Give two reasons why educators conduct perceptual-motor skill assessments.

Back 10

Various groups of individuals with disabilities demonstrate distorted perceptions. Some individuals with diagnosed psychoses show distortions in visual, auditory, and olfactory perception. More over, some educators and psychologist believe that learning and behavior invariably build on and evolve out of early perceptual motor integration, and failures in early learning will adversely affect later learning.

Front 11

Offer a brief summary of the two most-commonly used visual-motor perceptual assessment instruments, Koppitz-2 and VMI.

Back 11

Koppitz-2 is a revision of a 1963 Koppitz system of scoring, the BVMGTit is designed to document the presence and degree of visual-motor difficulties, identify candidates for referral, assess effectiveness of intervention programs, research, and assist in differential diagnosis of various neuropsychological and psychological conditions. The development test of visual- Motor integration is a set of geometric forms to be copied on paper using a pencil, designed to assess the extent to which individuals can integrate their visual and motor abilities.

Front 12

California currently requires perceptual-motor skill assessment for the disabling condition of Specific Learning Disability. Which subtest of the WJ-III (ACH) provides a standard score/percentile rank of a student’s perceptual skills?

Back 12

Handwriting sub-test using the writing sample

Front 13

Describe two reasons for assessing social-emotional functioning.

Back 13

Identification and classification, intervention.

Front 14

What do the TRS, PRS, and SRP stand for? (components of the comprehensive Behavior Assessment System for Children, Second Edition)

Back 14

teacher rating scale, self report of personality, and parent rating scale.

Front 15

What areas of development does an adaptive behavior measure assess?

Back 15

Daily living, socialization, maladpative

Front 16

What two major educational reasons for assessing a student’s adaptive behavior?

Back 16

identification of mental retardation and program planning

Front 17

Name the two most-common measures of adaptive behavior:

Back 17

VABS Vineland Adaptive Behavior Scales Second Edition

Front 18

Why do educators assess infants, toddlers, and preschoolers?

Back 18

Assesment can play an integral role in guiding instructional planning decisions for early childhood programs, as well as in the development of individual family service plans for students eligible to receive special education services. Delayed developmental areas may be targeted fro intervention.

Front 19

What characteristics of young children can make it particularly challenging to assess their skill development?

Back 19

Infants don't like strangers, they can very active, inattentive, and distractible, they frequently perform inconsistently in strange situations.

Front 20

TEMA

Back 20

Test of Early Mathematics Abilities

Front 21

TERA-3

Back 21

Test of early reading ability 3rd Ed.

Front 22

What are the advantages of using technology-enhanced assessment systems?

Back 22

The major reason is for teachers to identify early students who will need individual goals also it helps them do ongoing assessments and school administrators can identify classroom at risk.

Front 23

WISC-IV

Back 23

Wechsler Intelligence Scale for Children

Front 24

BASC2

Back 24

Behavior Assessment System for Children, Second Edition

Front 25

WJIII

Back 25

Woodcock-Johnson III

Front 26

Federal regulations require all states to have policies and procedures regarding “child find.” Define this term.

Back 26

Ensures that all children with disabilities who need special education and related services are identified, located, and evaluated.

Front 27

Education staff need to decide if the student is making __________ ___________ in regular/general education.

Back 27

adequate progress

Front 28

There are multiple reasons why a student is experiencing academic issues. These can be broken down into two categories: _________________________ ___________ and_____________ _____________.

Back 28

ineffective instruction or individual differences

Front 29

When __________ _________have not led to sufficient success, the student is likely to be referred for evaluation in order to determine eligibility for special education.

Back 29

several attempted

Front 30

List and explain three instructional decisions that are made after a student has been found eligible for special education

Back 30

Annual Goals, Least restrictive appropriate environment, Specially designed instruction.

Front 31

Special education eligibility requires a student to have a ______AND to need ________ (specially designed instruction and services).

Back 31

disabilities, special education

Front 32

A student determined eligible for special education must have a disabling condition which “… __________affects a___________Child’s .”

Back 32

adversely affects children's educational performance.

Front 33

Procedural Safeguards are to provided students and their parents with the right to ________________________.

Back 33

full participation in evaluation process.

Front 34

Students must be assessed in all ______ _____ to their suspected disabilities.

Back 34

all areas related

Front 35

. T/F In addition to the requirements of the re-authorizations of the IDEA, the NCLB Act requires states to have assessment and accountability systems, report annually on the performance and progress of all students, and have alternate assessments in place for reporting on the annual yearly progress of all students.

Back 35

T

Front 36

What two potential barriers are there to communicating effectively with parents about assessment results?

Back 36

language, schedules

Front 37

Name two ways to overcome these barriers.

Back 37

1. learn language vs translator
2. speaker phone - to parent. Skype