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Students with Disabilities Exam > Competency 0003 > Flashcards

Competency 0003 Flashcards

1
Q

Screening assessments

A

administered to all students in a particular group, such as a grade or a school

Example: vision screening administered to all incoming kindergarten students.

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2
Q

Goal of screening assessments?

A

identify, as early as possible, students who may need extra academic support

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3
Q

Diagnostic assessments

A

administered to individual students who may need extra support.

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4
Q

Observational assessments

A
  • Checklists
  • Rating scales
  • Duration records
  • Time-sampling records
  • Anecdotal records
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5
Q

Ecological assessment

A

Focuses on the student’s functioning in different environments.

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6
Q

Norm-referenced assessment

A

provides results for an individual student that are understood by comparison to norms, or results obtained from the student’s peer group.
Example: WISC, Battelle
Norm-referenced assessment are standardized

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7
Q

Criterion-referenced assessment

A

compares the individual’s performance to some predetermined standard or criterion.

Criterion-referenced assessment are standardized

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8
Q

Individual-referenced assessment

A

Compares an individual’s score at one point in time with the same individuals score at a different point in time.

Example: Running records

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9
Q

Test-retest reliability

A

the extent to which results will be the same upon repeated administrations of the same assessment.

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10
Q

Inter-rater reliability

A

The extent to which observers agree on assessment results.

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11
Q

Equivalent-forms reliability

A

Extent to which alternate forms of the same assessment yield the same results.

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12
Q

In New York State, eligibility for special education services is based on the results of an assessment arranged by?

A

The CSE or the CPSE

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13
Q

Eligibility for services initial assessment must include

A
  • A physical exam
  • A psychological evaluation
  • A social history
  • Observations of the student in current educational setting.
  • Other assessment as appropriate (Vocational assessments for students ages 12 and up)
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14
Q

If the parents disagree with the results of evaluation, they may request a

A

Individual Education Evaluation

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15
Q

SETT framework

A

Students, environment, tasks, and tools.

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16
Q

Curriculum-based Assessment (CBA)

A

provides information about student mastery of the general education curriculum.

17
Q

Curriculum-based Measurement (CBM)

A

Monitor students progress that is relatively sensitive to changes in performance over time.

18
Q

Interim alternative educational setting (IAES)

A

Must be provided for students with disabilities who have been suspended or removed from their current placement for more than 10 school days.

19
Q

Criterion-related validity

A

extent to which scores on an assessment are related to some criterion measure.

20
Q

Regarding criterion-related validity, depending on when the criterion measure is obtained, a further distinction can be made between two types of criterion-related validity.

A

concurrent validity and predictive validity

21
Q

concurrent validity

A

the criterion measure is administered at the same time as the assessment

22
Q

predictive validity

A

the criterion measure is administered at some point in the future.

Example: the ability of a reading test administered to a first-grader to predict that student’s performance at third or fifth grade

23
Q

Content validity

A

extent to which an assessment accurately measures some identifiable content.

such as, curriculum standards or clearly defined behaviors.

(How well an assessment measures something observable)

24
Q

construct validity

A

extent to which an assessment accurately measures some underlying construct.

Such as, intelligence, motivation, and engagement

25
Q

IEE

A

Individual Education Evaluation

26
Q

IAES

A

Interim alternative educational setting

27
Q

time-sampling records

A

used to note the number of times the student engages in a particular behavior during a particular time period

28
Q

Error analysis

A

The mistakes on an individual’s test are noted and categorized by type

29
Q

Event recording

A

The number of times a target behavior occurs during an observation period

30
Q

Walker Problem Identification Checklist

A

Measures for acting out, withdrawal, distractability, atypical peer relations, and immaturity

31
Q

Burks behavior scale (BBRS)

A

self blame, anxiety, dependency, withdrawal, lack of impulse control, aggression.

32
Q

Devereux’s Behavior rating scale

A

Same as Burks scale but for adolecents & has sexual factors

Students with Disabilities Exam (8 decks)

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