Ability assessment

, 60–62

Academic achievement, present levels of

, 120

Academic performance

, 144–146, 150–151

Academic skills, development of alternate assessments to assess progress in acquiring

, 121–123

Acadience

, 26

Accommodations

, 63–64, 110, 127

Achievement and Assessment Institute (AAI)

, 127

Achievement assessments

, 62, 147–148

behavioral and affective considerations

, 148–150

informal classroom measures

, 147–148

language assessment

, 148

norm-referenced measures

, 147

Acoustics, classroom

, 84–85

Active responding systems

, 215

Adaptive behavior

, 60

assessments

, 62–63

deficits in

, 60

Adequate yearly progress (AYP)

, 210

Adjustment

, 146, 150

Administrators

, 211, 213, 217

African American English (AAE)

, 170–174

AIMSWeb

, 26

Alternate achievement standards

, 121–122, 129

Alternate assessments

, 62–63

Alternative assessments on alternative achievement standards (AA-AAS)

, 13, 64–65, 121–122

American Association of Intellectual and Developmental Disabilities (AAIDD)

, 60

American College Testing (ACT)

, 4

American Psychological/Psychiatric Association (APA)

, 60, 104

American Sign Language (ASL)

, 83

American Speech–Language–Hearing Association (ASHA)

, 75–76

Americans with Disabilities Act (ADA)

, 184–185, 212–213

Amyotrophic lateral sclerosis (ALS). See Motor neuron disease (MND)

Anxiety

, 149–150

disorders

, 52–53

Applied Behavior Analysis for Teachers

, 50

Aptitude-achievement discrepancy

, 22

Aquatics Skills Checklist

, 183

Assessment for learning (AFL). See Formative assessments

Assessment(s)

, 1, 17–18, 59–60, 117–118, 120, 183, 213

brief experimental analysis

, 34–35

curriculum-based measurement

, 6

data-based decision-making

, 6–7

data-based individualization

, 33–34

designing targeted, data-driven instruction and intervention

, 27–30

in educational programs

, 145–150

educators role in

, 189–190

error analysis

, 29–30

evaluating intensive interventions

, 32–35

evaluating student achievement

, 3

formal assessments

, 3–5

framework

, 17–18

gated screening

, 27

goals

, 203

goals/purposes of assessments for students with physical disabilities

, 187–188

identifying students

, 25–27

informal academic diagnostic assessment

, 29

informal assessments

, 5–6

making instructional decisions

, 2–3

monitoring student progress

, 2

performance-based assessments

, 7–8

portfolios

, 9–10

progress monitoring with curriculum-based assessment

, 32

progress monitoring with curriculum-based measurement

, 31–32

purposes of

, 2–3

quantifying student response to instruction and intervention

, 30–32

role in instruction for students with SLD

, 24–35

RtI

, 11–12

self-assessment

, 10–11

situated within socioecological model

, 130–131

in special education law and practice

, 119–121

STEM principles for alternative assessment

, 8–9

strengths-based model

, 131–133

for students with physical disabilities and other health impairments

, 186–187

teacher evaluation and professional development

, 12–14

techniques

, 89–90, 192

tools

, 18–19, 52–53, 204

type and application

, 187

Assistive technology (AT)

, 91, 93, 103

for students

, 98

supports assessment

, 112–114

Attainable goals

, 174

Attention

, 146

Attention-deficit hyperactivity disorder

, 104

Auditory Learning Guide

, 83–84

Auditory Skills Checklist

, 83–84

Authentic assessments

, 14, 182, 186–187, 215

Autism spectrum disorders (ASDs)

, 103

assessment and IEP team

, 110–112

assistive technology supports assessment

, 112–114

formative assessment

, 105–106

summative assessment

, 106–110

Bayesian statistics

, 127

Beck’s Depression Inventory-II

, 52

Behavior rating scales

, 48

Behavior Tracker Pro

, 124

Behavioral and affective considerations

, 148–150

coping and adjustment

, 150

disinhibition

, 149

impulsivity

, 149

mood regulation

, 149–150

social functioning

, 150

Behavioral observations

, 49–50

Behavioral testing

, 76–77

Bell curve

, 199–200

Best-case scenario

, 145

Black, Indigenous, students of color (BISOC)

, 198

remediating systems and situating BISOC with disabilities as knowledge generators

, 202

troubled history of assessment with BISOC with disabilities

, 199–202

Blind

, 89–90

Blogging platforms

, 205

Braille bills

, 95–96

Brief experimental analysis (BEA)

, 32, 34–35

Brockport Physical Fitness Test

, 183, 192

Bruininks–Oseretsky Test of Motor Proficiency (BOT™-2)

, 183

Bzoch-League Receptive-Expressive Language Test (REEL-2)

, 79

Career education

, 91–93

Centers for Disease Control and Prevention

, 141, 145–146

Certified assistive technology instructional specialists (CATIS)

, 90, 94

Certified orientation and mobility specialists (COMS)

, 90, 94

Childhood/children

anxiety disorders

, 52

with HL

, 76, 81–84

with SLD

, 21

Children’s Auditory Performance Scale (CHAPS)

, 83–84

Children’s Depression Rating Scale-Revised

, 51

CITE

, 83–84

Classroom

acoustics

, 84–85

informal and ongoing assessments in

, 83–84

manager

, 124

Clinical Assessment of Articulation and Phonology-2 (CAAP-2)

, 82

Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5)

, 78–79

Clinical Evaluation of Language Fundamentals Preschool-3 (CELFP3)

, 78–79

Cochlear Americas

, 83–84

Cognitive assessment. See also Achievement assessment

, 146

Cognitive discrepancy hypothesis

, 22

Cognitive functioning

, 146, 150–151

Collaboration

, 8

Communication

, 8, 75–76

deficit

, 106

social

, 104

Competency

, 97

measuring competency during observation of student behavior

, 97

Comprehensive Assessment of Spoken Language (CASL-2)

, 78–79

Comprehensive assessment strategies

, 83, 125, 128

Comprehensive hearing assessment

, 77

Comprehensive speech assessment

, 82

Computer-adaptive tests (CATs)

, 25–26

Concentration

, 146

Conceptual skills

, 62

Conceptualizations

, 210–211

Consortium on Reading Excellence Phonics Survey (CORE-PS)

, 29

Constructs

, 18–19

Contemporary alternate assessment strategies

, 126–128

Continuous direct measurement

, 123

Coping

, 146, 150

Core curriculum

assessment

, 98

content

, 8–9

Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS)

, 79

Creativity

, 8

Criterion-referenced assessments

, 79, 81

Criterion-referenced conclusions

, 18–19

Criterion-referenced mastery measures

, 32

Criterion-referenced tests

, 4–5

Criterion-related measures

, 44–45

Critical race theory

, 198–199

Critical Youth Studies (CYS)

, 198

Cross-pollinating CSP

, 198–199

Culturally sustaining pedagogy (CSP)

, 198

assessment goals

, 203

cross-pollinating CSP and universal design for learning

, 198–199

CSP/UDL cross-pollination

, 203

liberating assessment

, 202

relevant, accessible materials

, 205

situated and validating methods

, 203–205

troubled history of assessment with BISOC with disabilities

, 199–202

Curriculum

, 200

educators on designing

, 203

UDL

, 202

Curriculum-based assessment (CBA)

, 216–218

educator-made

, 30–31

progress monitoring with

, 32

Curriculum-based measurements (CBMs)

, 6, 18, 26, 44–46, 65–66, 120

commercially available

, 66

progress monitoring with

, 31–32

Curriculum-based measures

, 13

Data-based decision-making

, 6–7

Data-based individualization (DBI)

, 32–34

Deaf/hard of hearing (D/HH)

, 78

classroom acoustics

, 84–85

communication

, 75–76

criterion-referenced assessments

, 79–81

hearing evaluation

, 76–78

informal and ongoing assessments in classroom

, 83–84

modifications needed for DHH speech/language evaluation

, 82–83

speech and language evaluation

, 78

speech assessment

, 81–82

standardized assessments

, 78–79

Decision rules

, 214–215

Deficit models of disability

, 118

Depression

, 50–51, 149–150

Diagnostic accuracy

, 27

Diagnostic and Statistical Manual of Mental Disorders (DSM)

, 51, 104

Diagnostic interviews

, 51

DIBELS

, 26

Digital learning products

, 216

Direct behavior assessments

, 49

Disability

, 21

deficit models of

, 118

innovative assessment tools and techniques

, 213–218

moving forward in age of change

, 218–220

notable caveats and limitations

, 212–213

students with

, 184–185

traditional assessments

, 210–211

troubled history of assessment with BISOC with

, 199–202

Disability studies in education (DSE)

, 198–199

Disinhibition

, 146, 149

DLM Alternate Assessment (DLMAA)

, 127–128

Document student learning progress

, 216

Domain-related vocabulary

, 45

Down syndrome

, 190

Dynamic assessment (DA)

, 21, 23–24, 28, 155–156, 159

application to grammatical markers

, 170–171

application to spelling

, 165–170

components of dynamic assessment of spelling

, 163–165

goal writing from dynamic assessment perspective

, 174–176

strengths of

, 157

Dynamic Learning Maps (DLM)

, 13, 122–123, 126, 129–130

Dynamic testing

, 23–24

Early Listening Function (ELF)

, 83–84

EasyCBM

, 26

Ecobehavioral Classroom Assessment Tool (ECAT)

, 126

Ecological inventory

, 67, 131

Education

, 40–41

Educational accountability program

, 209–210

Educational audiologists

, 78, 84–85

Educational professionals

, 98–101

collaboration

, 99

core curriculum assessment

, 98

family involvement and resources

, 99–101

Educational programs

achievement assessment

, 147–148

assessment in

, 145–150

cognitive assessment

, 146

Educational reforms

, 104–105

Educators

, 12, 17–18, 26–27, 43, 65, 140, 213, 216–217

role in assessment process

, 189–190

special education

, 32–33

Effective teachers

, 2

Effective teaching

, 5–6

Elementary and Secondary Education Act

, 200–201

Emotional and/or behavioral disorders (EBDs)

, 39, 139–140

approaches to learning assessment

, 44–53

definition and characteristics of

, 41–43

definition of ED

, 42

inability to learn

, 43

issues with identification

, 42–43

measurement

, 40–41

Emotionally disturbed/disturbance (ED)

, 39, 42, 53–54

English speech sounds

, 75–76

Error analysis

, 2, 28–30

Essential elements

, 127–129

Ethics, attention to

, 8

Evaluative assessment

, 60–62

ability assessments

, 61–62

achievement assessments

, 62

adaptive behavior assessments

, 62

Every Student Succeeds Act (ESSA)

, 121–122, 184–185

Everyday expertise framework

, 205

Evidence-based practices

, 155–156

Evidence-based traditional assessment techniques

, 103

Executive functioning skills

, 110–111, 148–149

Expanded core curriculum (ECC)

, 90

areas of assessment within

, 90

strategies and methods for assessing

, 91–93

Extensive support needs

, 117–118

assessment in special education law and practice

, 119–121

assessment situated within socioecological model

, 130–131

assessment strengths-based model

, 131–133

comprehensive assessment strategies

, 125–128

deficit models of disability

, 118

development of alternate assessments to assess progress in acquiring academic skills

, 121–123

formative assessment

, 128–130

future directions in assessing learners with

, 128–133

historical views and techniques for assessing students with

, 118–121

intelligence testing

, 118–119

progress monitoring efforts for formative assessment

, 123–124

Family involvement and resources

, 99–101

FastBridge

, 26

Fears, physical symptoms and

, 52

Federal civil rights laws

, 184–185

Federal legislation

, 121–122

FITNESSGRAM®

, 183, 192

Formal assessments

, 3, 5, 7, 82

criterion-referenced tests

, 5

methods

, 82

norm-referenced tests

, 4–5

strategies

, 3

Formative assessments

, 65, 105–106, 125, 213–214

case study example

, 105–106

differences between formative and summative assessment

, 108

guide ongoing instruction in inclusive curriculum

, 128–130

progress monitoring efforts for

, 123–124

strategies with modifications for students with ASDs

, 107–108

Formative evaluations

, 189

Free appropriate public education (FAPE)

, 39

Functional academic skills

, 91–93

Functional assessment tools

, 83–84

Functional performance, present levels of

, 120–121

Functional skills

, 133

Functional vision assessment (FVA)

, 94–95

Gated screening

, 27

Generalization of skills during observation of student behavior

, 97–98

Glaspey Dynamic Assessment of Phonology (GDAP)

, 159, 162

Goal Attainment Scales (GAS)

, 125

Goal writing from dynamic assessment perspective

, 174–176

Goal-setting process

, 174

Goldman Fristoe Test of Articulation-3 (GFTA-3)

, 82

Grade-Pad Mobile Performance Assessment

, 124

Graduated prompt approach

, 158

Graduated prompting

, 162, 166–167, 170

Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P)

, 79

Grammatical markers

, 170–174

application of dynamic assessment to

, 170–171

goal writing from dynamic assessment perspective

, 174–176

Jordan

, 173–174

Krista

, 173

MLE

, 171–173

test-teach-retest method

, 171

Habit of mind process

, 8–9

Health impairments

, 183

assessments for students with physical disabilities and

, 186–187

Hearing

, 75–76

evaluation

, 76–78

thresholds

, 76–77

Hearing loss (HL)

, 75–76

domains of language as related to

, 77

High-stakes

decisions

, 18–19

tests

, 210

High-states testing

, 213

Hypothetical students

, 157

Impulsivity

, 149

Inability to learn

, 43

Inappropriate behavior

, 47–48

Independent living skills

, 91–93

Indiana Learning Evaluation Assessment Readiness Network (ILEARN)

, 63

Individual with intellectual disability

, 43

Individualized approach

, 140

Individualized education program/plan (IEP)

, 5–6, 42, 64, 104, 119, 144, 185, 210–211

assessment and IEP team

, 110–112

child

, 28

Individuals with Disabilities Education Act (IDEA)

, 21, 43, 60, 95–96, 104–105, 118, 139–140, 183, 210–211

Individuals with Disabilities Education Improvement Act (IDEIA)

, 41, 89–90

Inductive reasoning

, 23

Informal academic diagnostic assessment

, 28–29

Informal assessments. See also Formal assessments

, 5–7, 82

in classroom

, 83–84

measures

, 147–148

methods

, 82

techniques

, 103, 117–118, 183–184

Innovative assessments. See also Instructional assessments

, 68–71

active responding systems

, 215

curriculum-based assessment

, 216–218

learning journals/logs

, 215

number talks

, 68–69

performance/authentic assessment systems

, 216

portfolio assessment

, 216

progress monitoring systems

, 214

response-to-intervention model

, 214–215

sexuality education

, 69–71

soft skills

, 71

technology-based performance assessments

, 216

think-alouds

, 215–216

tools and techniques

, 213–218

Innovative formative assessment

, 105

Innovative progress monitoring techniques

, 9

Innovative techniques

, 188, 192

Instructional assessments. See also Innovative assessments

, 63–67

CBMs

, 65–66

ecological inventory

, 67

formative assessments

, 65

levels of accessibility

, 64

performance assessments

, 65

standardized assessments

, 63–65

summative assessments

, 65

transition assessments

, 66–67

Instructional decision making

, 2–3

Instructional discrepancy hypothesis

, 22

Instructional planning methods

, 12

Instructional strategies

, 216

Intellectual disability

, 60

evaluative assessment

, 60–62

innovative assessments

, 68–71

instructional assessments

, 63–67

preference assessments

, 67–68

students with

, 60

traditional assessments

, 60–68

Intelligence quotient (IQ)

, 22, 60, 119, 199–200

IQ-achievement discrepancy process

, 22–23

Intelligence testing

, 118–119

Interpretation of medical eye report

, 94

Interviewing techniques

, 204

Interviews

, 47–49, 51–52

Justice, purpose of

, 203

KeyMath3

, 3–4

Language

, 76

assessment

, 148

evaluation

, 78

Learning

journals/logs

, 215

process

, 157

situate student within learning environment

, 126

Learning assessment

approaches to

, 44–53

behavior rating scales

, 48

behavioral observations

, 49–50

characteristics and duration

, 52

criterion-related measures

, 44–45

curriculum-based measurement

, 45–46

depression

, 50–51

inappropriate behavior

, 47–48

interviews

, 48–49, 51–52

norm-referenced assessment

, 44

physical symptoms and fears

, 52

tools

, 52–53

unsatisfactory interpersonal relationships

, 46–47

Learning disabilities (LD)

, 8, 21, 104, 139–140

assessment for students with SLD

, 19

assessment framework

, 18

assessment role in instruction for students with SLD

, 24–35

SLD and approaches to disability identification

, 21–24

types and common uses of assessment tools

, 20

Learning media assessments (LMAs)

, 95–96

Least restrictive environment (LRE)

, 41

Letter–word identification

, 147

Liberating assessment

, 202

Listening Inventory for Education Revised (LIFE-R)

, 83–84

Local Education Authority (LEA)

, 185

Lou Gehrig’s disease. See Motor neuron disease (MND)

Low vision

, 89–90

MacArthur-Bates Communication Development Inventory (CDI)

, 79

Making Action Plans (MAPS)

, 132

Mastery measures

, 45

Mathematics

, 68–69

Measurement

, 40–41

need for

, 41

Measures of academic progress (MAP)

, 26

Mediated learning experience (MLE)

, 171–173

Medical and physical issues

, 146

Medical eye report, interpretation of

, 94

Medical personnel

, 141

Memory

, 146

Mental ability assessments

, 61–62

Mental graphemic representations (MGRs)

, 164

Mental orthographic images (MOIs)

, 164

Mental orthographic memory

, 164–165

Michigan Student Test of Educational Progress (M-STEP)

, 63

Mild hearing loss

, 75–76

Mild TBI (mTBI)

, 140–141

1-min oral reading fluency test

, 27

Moderate hearing loss

, 75–76

Moderately severe hearing loss

, 75–76

Mood regulation

, 146, 149–150

Morphological awareness

, 164

Morphology

, 76, 164

MotivAider app

, 124

Motor development skills

, 187

Motor neuron disease (MND)

, 182

Multicomponent assessment

, 125–126

Multifaceted assessment

, 125

Multiple assessment techniques

, 182

Multiple learning domains

, 189–190

National Center and State Collaborative (NCSC)

, 13

National Center on Intensive Intervention (NCII)

, 29

National Council of Teachers of Mathematics Assessment Principle (NCTM Assessment Principle)

, 211

National Professional Development Center on ASD

, 114

No Child Left Behind Act (NCLB Act)

, 210

Noise

, 84

Nonbiased evaluation process

, 157

Nonverbal tests of intelligence

, 128

Norm-referenced assessments

, 44, 129

Norm-referenced conclusions

, 18–19

Norm-referenced measures

, 147

Norm-referenced tests

, 4–5

Number talks

, 68–70

Observation of student behavior

, 96–98

generalization of skills during

, 97–98

measuring competency during

, 97

real-world context

, 96–97

Office of Special Education Programs (OSEP)

, 126

Omission

, 81–82

“One-size-fits all” assessment

, 219

Optimism

, 8

Oral and Written Language Scales (OWLS)

, 78–79

Orientation and mobility skills (O&M skills)

, 91–93

Orthographic knowledge

, 164

Orthography

, 164

Orthopedic impairments

, 183

Paper-and-pencil tests

, 211

Paradigm shift

, 40

Parent report measures

, 52–53

Passage Comprehension

, 147

Patterns of strengths and weaknesses (PSW)

, 22

Pencil-and-paper test

, 219–220

Performance/authentic assessment systems

, 7–8, 65, 216

Person-centered planning approaches

, 132–133

Personal Futures Planning

, 132

Phonemes

, 75–76

Phonemic awareness

, 164

Phonological awareness

, 164

Phonological disorder

, 82

Phonology

, 76, 164

Physical disabilities

, 182

Abu case

, 190–193

annual goals

, 191–192

assessment and innovative techniques

, 192

assessments for students with physical disabilities and health impairments

, 186–187

collaborative team members

, 192

educators role in assessment process

, 189–190

goals/purposes of assessments for

, 187–188

laws/regulations/policies

, 184–186

motor characteristics

, 191

program evaluation

, 192–193

short-term objectives

, 192

social implications

, 190

specific planning

, 191

students with

, 183

top-down approach

, 191

traditional and innovative assessment techniques

, 184

Planning Alternative Tomorrows with Hope (PATH)

, 132

Portfolios

, 9–10

assessment

, 216

uses

, 9–10

Practical skills

, 62

Preference assessments

, 67–68

Preschool Language Scale-5 (PLS-5)

, 78–79

Preschool S.I.F.T.E.R.

, 79

Present level of performance (PLP)

, 189

Present levels of academic achievement and functional performance (PLAAFP)

, 17–18, 28

Presently Pro

, 124

Problem-solving approach

, 32–33

Product-oriented fashion

, 174

Professional development

, 12, 14, 184

Professional educators

, 187, 189

Professional measurement process

, 13

Profound hearing loss

, 75–76

Program Quality Measurement Tool

, 126

Progress monitoring

efforts for formative assessment

, 123–124

systems

, 214–215

Public Law (PL)

, 199–200

Purposes for assessment

, 18

Push-up test

, 192

Race and disability

, 198

Rating scales

, 47

Real-time data

, 215

Real-world context

, 96–97

Recovery time

, 142–143

Recreation and leisure skills

, 91–93

Rehabilitation Act of 1973

, 184–185

Reliability

, 18–19

Research-based practices

, 210

Research–based intervention

, 22–23, 214–215

Response to intervention model (RTI model)

, 11–12, 22, 214–215

Scaffolding

, 158

Scholastic assessment test (SAT)

, 4

School-based assessment

, 218–219

School-based social network form

, 126

Science, Technology, Engineering, and Math (STEM)

, 8

principles for alternative assessment

, 8–9

Scientific method

, 40

Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R)

, 79

Self-assessment

, 10–11

reasons for

, 10–11

Self-determination skills

, 91–93

Self-directed learning

, 9–10

Self-evaluation

, 10

Self-report measures

, 52–53

Semantic knowledge

, 164

Semantics

, 76, 164

Semi-structured interviews

, 52–53

Sensitivity

, 41

Sensory efficiency skills

, 91–93

Sentence Reading Fluency

, 147

Sexuality education

, 69–71

Single word articulation assessments

, 82

Situate student within learning environment

, 126

SKI-HI Language Development Scale

, 79

Skills

, 6

competency measurement

, 97

generalization during observation of student behavior

, 97–98

progression

, 183

Social exchange

, 75

Social functioning

, 146, 150

Social implications

, 190

Social interaction skills

, 91–93

Social skills

, 62

Social Skills Improvement System (SSIS)

, 125

Society of Health and Physical Educators (SHAPE)

, 182

Socioecological model, assessment situated within

, 130–131

Soft skills

, 71

Special education (SPED)

, 199–201, 214–215

determining eligibility for

, 21–24

dynamic assessment and dynamic testing

, 23–24

TBI and

, 140–141

teachers

, 124

assessment in

, 119–121

present levels of academic achievement

, 120

present levels of functional performance

, 120–121

Specific, measurable, attainable, relevant, and timely framework (SMART framework)

, 174

Specific learning disabilities (SLDs)

, 17–18, 20–21, 24

and approaches to disability identification

, 21–24

assessment role in instruction for students with

, 24–35

determining eligibility for special education services

, 21–24

Specificity

, 41

Speech

, 75–76

assessment

, 81–82

case examples

, 157–176

evaluation

, 78

grammatical markers and African American English

, 170–174

intelligibility

, 82

and language disorders

, 155–156

limitations of static assessment

, 156

spelling

, 162–170

strengths of dynamic assessment

, 157

Speech recognition thresholds (SRTs)

, 77

Speech sounds

, 158–162

application of dynamic assessment

, 159

overview of GDAP

, 159–162

Speech-language pathologists (SLPs)

, 78–79, 155–156

Spelling

, 162–170

application of dynamic assessment to spelling

, 165–170

Bella

, 166–170

components of dynamic assessment

, 163–165

mental orthographic memory

, 164–165

morphology

, 164

orthography

, 164

phonology

, 164

semantics

, 164

Spontaneity

, 97–98

Standardized assessments

, 63, 65, 78–80

Standardized tests

, 3–4, 209–210, 218–219

Standards-based reform

, 104–105

Static assessment, limitations of

, 156

Strengths-based assessment

, 131–133

considerations

, 125–126

contemporary alternate assessment strategies

, 126–128

multicomponent assessment

, 125–126

situate student within learning environment

, 126

Stroop color–word interference test

, 149

Structured interviewing techniques

, 51

Structured interviews

, 52–53

Student(s)

achievement evaluation

, 3

with ASDs

, 103

growth percentile

, 13

identification

, 41

with intellectual disability

, 60

learning objectives

, 13

portfolio

, 9

progress

, 2, 6–7

quantifying student response to instruction and intervention

, 30–32

self-monitoring

, 124

Substitution

, 81–82

Summative assessments

, 65, 106, 110, 123, 125, 213–214

differences between formative assessment and

, 108

modifications for students with autism

, 109

strategies with modifications for students with ASDs

, 111

Summative evaluations

, 189

Supports Intensity Scale-Children (SIS-C)

, 125

Syntax

, 76

Systems thinking

, 8

Teacher Assessment of Grammatical Structures (TAGS)

, 79

Teachers

, 46, 215

accountability and assessment

, 13–14

evaluation

, 12–14

observation

, 13

Teachers of deaf (ToD)

, 78–79

Teachers of students with visual impairments (TVIs)

, 90, 94

Teaching

practices

, 3

teaching–learning process

, 184

Teamwork

, 99

Technology

supports

, 113

technology-based performance assessments

, 216

Test of Auditory Comprehension of Language, Fourth Edition (TACL-4)

, 78–79

Test of Gross Motor Development (TGMD-3)

, 183

Test of Integrated Language and Literacy Skills (TILLS)

, 78–79

Test-teach-retest method

, 170–171

Testlets

, 129

Test–teach–test DA models

, 24

Text-to-speech apps

, 113

Think-alouds

, 215–216

Tiered instruction

, 214–215

TikTok app

, 205

Top-down approach

, 191

Tracking Listening Child

, 83–84

Traditional assessments

, 210–211

approaches

, 198

materials

, 205

techniques

, 183–184

Traditional formative assessment

, 105

Traditional learning

, 75

Transition assessments

, 66–67

Traumatic brain injuries (TBI)

, 139–140

assessment in educational programs

, 145–150

impact on family

, 143–145

outcomes

, 142–145

prevalence

, 141

recovery time

, 142–143

and special education

, 140–141

specific symptoms

, 142

Trial-based preference assessments

, 67–69

Unethical test preparation approaches

, 213

Unexpected underachievement

, 21

Universal design for learning (UDL)

, 8–9, 11, 198–199

Universal screening

, 18, 25–27, 214–215

Unsatisfactory interpersonal relationships

, 46–47

Unstructured interviews

, 51

Validity

, 18–19

Verbal communicators

, 76

Vision professionals

, 99

Vision-related assessments for students with visual impairments

, 90–96

FVA

, 94–95

interpretation of medical eye report

, 94

LMAs

, 95–96

Visual impairments

, 89–90

areas of assessment within ECC

, 90

diverse population

, 89–90

observations

, 96–98

roles of educational professionals

, 98–101

vision-related assessments for students with

, 90–96

Well-written goals

, 174

Woodcock Reading Mastery Test-III

, 3–4

Woodcock-Johnson Tests of Achievement IV

, 3–4

Woodcock–Johnson IV Tests of Oral Language (WJ-IV OL)

, 148

Woodcock–Johnson Tests of Achievement

, 123

Woodcock–Johnson-IV (WJ-IV)

, 147

Word identification fluency probe

, 27

Word recognition score (WRS)

, 77

WordPress

, 205

Youth Participatory Action Research (YPAR)

, 198

Zone of proximal development

, 157