Prelims

Half Title Page

Traditional and Innovative Assessment Techniques for Students with Disabilities

Series Title Page

Advances in Special Education

Series Editors: Festus E. Obiakor and Jeffrey P. Bakken

Previous Volumes:

Title Page

Advances in Special Education Volume 36

Traditional and Innovative Assessment Techniques for Students with Disabilities

Edited by

Festus E. Obiakor

Sunny Educational Consulting, USA

And

Jeffrey P. Bakken

Bradley University, USA

United Kingdom – North America – Japan India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Copyright © 2021 Emerald Publishing Limited

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83909-891-8 (Print)

ISBN: 978-1-83909-890-1 (Online)

ISBN: 978-1-83909-892-5 (Epub)

ISSN: 0270-4013

About the Editors

Festus E. Obiakor, PhD, is the Chief Executive Manager, Sunny Educational Consulting, Shorewood, Wisconsin. His graduate degrees are from Texas Christian University (TCU) and New Mexico State University (NMSU). He has taught at Rust College, University of Tennessee–Chattanooga, Henderson State University, Emporia State University, University of Wisconsin–Milwaukee, and at the City College of New York and Valdosta State University where he served as Department Head and Professor, respectively. A professor, scholar, leader, and consultant, he has served as Distinguished Visiting Professor at a variety of universities. He is the author of more than 200 publications, including books, articles, and commentaries, and he has presented papers at many national and international conferences. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as Executive Editor. Dr Obiakor is a leader who has been involved in many landmark scholarly works in the fields of general and special education, with particular focus on African American and other culturally and linguistically diverse (CLD) learners who come from vulnerable populations. He continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals. Based on this premise, Dr Obiakor created the Comprehensive Support Model (CSM), an intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

Jeffrey P. Bakken, PhD, is Professor and Associate Provost for Research and Dean of the Graduate School at Bradley University where he has held that position since June 2012. He has a Bachelor's Degree in Elementary Education from the University of Wisconsin–La Crosse and graduate degrees in the area of Special Education–Learning Disabilities from Purdue University. Dr Bakken has received the College of Education and the University Research Initiative Award, the College of Education Outstanding College Researcher Award, the College of Education Outstanding College Teacher Award, and the Outstanding University Teacher Award from Illinois State University. His specific areas of interest include learning disabilities, emotional and behavioral disorders (EBDs), reading comprehension, response to intervention, collaboration, transition, teacher effectiveness, assessment, learning strategies, assistive technology, smart classrooms, and smart universities. He has published over 190 works that include books, chapters, journal articles, proceedings at international conferences, audio tapes, encyclopedia articles, newsletter articles, book reviews, a monograph, a manual, and one publisher website. He has also made over 250 presentations at international/national and regional/state conferences. Lastly, he has authored or coauthored numerous grants totaling over $1,000,000.00.

About the Contributors

Eugene F. Asola, PhD, is Associate Professor, Interim Chair, Kinesiology and Physical Education Department, Valdosta State University. Previously taught at the University of Wisconsin–La Crosse and Georgia Gwinnett College, Asola is an Editorial Board Member of the Multicultural Learning and Teaching journal, and a Site Visitor for Georgia Professional Standards Commission (GaPSC).

Kristen D. Beach, PhD, is an Associate Professor of Special Education at the University of North Carolina (UNC), Charlotte. Her research centers on the design and evaluation of reading and language interventions for adolescent readers and students with reading disability. Her research also focuses on the prevention and early identification of children with reading disability.

Emily C. Bouck is a Professor and Director of the Special Education Program at Michigan State University. She is also currently the Executive Director of the Division on Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC). Her research focuses on mathematics for students with disabilities.

Michele M. Brigham is a Special Education Teacher attached to the Social Sciences Department at Freedom High School in Loudoun County, VA. She earned her M.Ed. degree from Valparaiso University in Indiana. She teaches American History, World History, and Economics. She also taught courses for the University of Virginia, Longwood University, and George Mason University. Prior to her work as a special educator, she was a choral music director in Ohio, Iowa, North Dakota, Indiana, and Virginia.

Rick (Frederick J.) Brigham, PhD, is Professor of Special Education at George Mason University. He served as President of the CEC Division for Research and editor of Behavioral Disorders. He received his PhD from Purdue University. Before doctoral work, he was a special education teacher of students with EBD at the secondary levels and as a sixth-grade teacher in Ohio. He also served as a special education consultant in Iowa and as Director of Special Education in North Dakota. Before joining George Mason University, he served on the faculties of Valparaiso University, Bowling Green State University, and the University of Virginia.

Andrew T. Carrington, EdD, is a Professor and Assistant Vice President, Norfolk State University; he was internationally recognized for exceptional educational leadership with extensive knowledge in university administration and management, finance, accreditation, curriculum and staff development, strategic and fiscal management; fostering community and intergovernmental partnerships; and articulating an academic vision that emphasizes shared governance, teaching, and student learning. He has authored and coauthored countless publications and presented papers at many national and international conferences. Dr Carrington has received copious awards and honors, and serves as consultant for myriad federal and state agencies and as an active member of numerous diverse national and state commissions, boards, and professional/civic organizations.

Christopher M. Claude, M. Ed. is a first-year doctoral student and a PRISE (Policy and Research-Intensive Special Educators) scholar at George Mason University. After receiving his undergraduate degree from the College of William and Mary in 2017, he spent three years working as a special educator in Fairfax County Public Schools.

Ginger G. Collins is an Associate Professor in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. She directs the Motivational Adolescent Research in Vocabulary and Expressive Literacy (MARVEL) Lab, and her research interests include language-literacy interventions, preventative measures for at-risk youth, and interprofessional education.

Julie Cox, PhD, CCC-SLP, is an Assistant Professor and Graduate Coordinator in the Department of Speech Pathology and Audiology at Western Illinois University. Dr Cox teaches a variety of courses and conducts pedagogical research. She holds the Certificate of Clinical Competence from the American Speech–Language–Hearing Association (ASHA) and the Illinois professional license.

Erik A. Dalmasso, PhD, is the Director of Marketing and Recruitment for the Graduate School at Bradley University. Dr Dalmasso is also an adjunct faculty member for the Higher Education Administration Ed.D. program at Bradley University. His research interests include community college education, rural students, social capital, and postsecondary barriers.

Samantha A. Gesel, PhD, is an Assistant Professor of Special Education at UNC Charlotte. Her research focuses on intensive interventions for students with the most persistent reading difficulties. Her research also centers on training teachers in multitiered systems of support and use of data-based individualization (DBI) in reading.

Amy M. Glaspey is a Professor in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. She directs the Speech, Phonology, and Early Articulation Knowledge (SPEAK) Lab, and her research interests include dynamic assessment and treatment of speech sound disorders.

Stacie Harmer is a doctoral candidate at George Mason University. She is also a school psychologist with Fairfax county (Virginia) Schools. Her research interests include self-management and individuals with autism.

Samuel R. Hodge, PhD, is Professor of Kinesiology, Department of Human Sciences, The Ohio State University. Professor Hodge is a Fellow in the National Academy of Kinesiology, the National Association of Kinesiology in Higher Education, and the Research Council of the Society of Health and Physical Educators (SHAPE) of America.

Stacy M. Kelly is a Professor in the Visual Disabilities Program at Northern Illinois University. Her research interests include specialized instruction in the Expanded Core Curriculum (ECC) for students with visual impairments and the impact of these services.

Jennifer A. Kurth, PhD, is Associate Professor of Special Education at the University of Kansas and affiliated faculty at the Kansas University Center on Developmental Disabilities (KUCDD). Her research centers on inclusive education for students with extensive and pervasive support needs. This includes examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities, as well as how educators develop skills and dispositions for inclusive practices.

Holly Long is currently a second-year doctoral student in the Special Education program in the College of Education at Michigan State University. Her research interests involve mathematics interventions for young students with autism and intellectual and developmental disability as well as teacher implementation of mathematics interventions in the classroom.

Angi Martin, EdD, CCC-SLP/A, is a Dual Certified Speech-Language Pathologist and Audiologist. Her area of interest is young children with communication disorders. Her doctoral studies focused on parent coaching and parent involvement in the early intervention process, specifically intervention for children with hearing loss.

John William McKenna, PhD, is Assistant Professor of Moderate Disabilities and affiliate of the Center for Autism Research and Education (CARE) at the University of Massachusetts Lowell. He received his PhD from The University of Texas at Austin. Before doctoral work, he was a home-based family worker, case manager, child behavior specialist, and special education teacher in residential, day treatment, and public school settings. His research interests include evidence-based instructional practices for students with and at risk for EBDs, responsible inclusion, and the provision of Free Appropriate Public Education (FAPE) for students with high incidence disabilities.

Sunday Obi, EdD, is a Professor and Program Director at Kentucky State University (KSU). He serves on the board of directors of newvista.org. In addition, Dr Obi is the Initiator and Founder of the Master's Degree in Special Education at KSU. He is the author or coauthor of more than 50 publications, including books, book chapters, and articles, and has presented papers at many national and international conferences. He serves on the editorial board of Multicultural Learning and Teaching (MTL) in which he serves as Executive Associate Editor.

Carly A. Roberts, PhD, is an Associate Professor of Special Education in the College of Education at the University of Washington in Seattle. Her research focuses on teacher identity and learning, students with intellectual and developmental disabilities' instruction and learning, and teacher preparation to advance inclusive and equitable practices.

Tia Schultz is an Associate Professor of Special Education and coordinates the Applied Behavior Analysis certificate program at the University of Wisconsin–Whitewater. Professional and research interests include social, emotional, and behavioral skill development for youth with autism spectrum disorder (ASD) and/or challenging behavior, with a focus on training and supporting parents and teachers to implement behavioral interventions.

Shannon Stuart is a Professor of Special Education who coordinates the autism specialist certificate at the University of Wisconsin–Whitewater. Professional and research interests include supports for students with ASD, transition supports for students with disabilities, and school-wide behavioral supports.

Kathleen A. King Thorius, PhD, is an Associate Professor of Special Education and Founder and Executive Director of the Great Lakes Equity Center; Kathleen makes explicit her positionality as a white, nondisabled scholar, focusing on theoretical and practical tools for facilitating white, nondisabled educators' critical examination of their own beliefs and practices, particularly in relation to how they construct their roles, their students, and the function of special education for their students at the intersection of race and disability. Published extensively in practitioner and research outlets, including Harvard Educational Review, the International Journal of Inclusive Education, Remedial and Special Education, and Race, Gender, and Class, she has been awarded over 14 million dollars from the US Department of Education toward her educational equity research and practice and is coeditor of Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform published by Teachers College Press.

Elissa Lockman Turner is a doctoral student at the University of Kansas, Department of Special Education. Her research is focused on inclusive environments and practices for students with extensive and pervasive support needs.

Michael L. Wehmeyer, PhD, is the Ross and Marianna Beach Distinguished Professor of Special Education; Chair, Department of Special Education; and Director and Senior Scientist, Beach Center on Disability at the University of Kansas. His research focuses on self-determination, positive psychology and disability, and educating students with extensive support needs.

List of Contributors

Preface

Assessments are critical ingredients, in general, and special education programs. They are legally required and help to define, determine, authenticate, and solidify programmatic integrity and fidelity at all strategic levels. In addition, they are engrained in the foundational workings of educational routines, especially in special education where they form the live wire of programmatic survival. In this book, Traditional and Innovative Assessment Techniques for Students with Disabilities, we recognize assessment as integral in the functional existence of special education. Our contributors who are also authorities in assessments elucidate this premise from multidimensional, student-focused, and categorical perspectives. Their chapters focused on students with learning disabilities, students with emotional and behavioral disorders, students with intellectual disabilities, students who are deaf/hard of hearing, students with visual impairments, students with autism/autistic spectrum disorders, students with extensive support needs, students with traumatic brain injuries, students with speech and language impairments, students from culturally and linguistically diverse (CLD) backgrounds, and students with physical and other health impairments.

As indicated, assessments are important informational tools that are usually standardized to buttress generalizability for subjects (in this case, students). This traditional role of assessments has not gone unchallenged. As a result, the cravings for innovative forms of assessments have become necessary. Why? While measurement tools have been used consistently to traditionally assess students and programs, their validity and reliability have also been traditionally questioned. Relevant questions include, but are not limited to: (1) Do these tools produce consistent and reliable results? (2) Do they measure what they validly purport to measure even they produce consistent results? (3) Do they address the concepts of interindividual and intraindividual differences of students? (4) Do they also address situations and circumstances that impinge upon the livelihoods of vulnerable populations? And, (5) do they address CLD backgrounds of students since they are Euro-centrically normalized? Based on these questions, it behooves general and special educators and related professionals to innovate, adapt, and modify assessment tools to do what they are supposed to do.

We do acknowledge that assessment tools can be diagnostically, formatively, and summatively used. We also know that these tools are necessary to meet the needs of students, parents, and teaching and related professionals, and, by so doing, they meet the needs of communities and state and federal governments. There are legitimate questions that come to play in assessments. What skills do students bring before they are tested? What skill and knowledge do they demonstrate during and after tests? What information do parents have about their students? What roles are ancillary and community services playing to support students? Are assessment tools responding to the civil rights of students as stated by state and federal laws? These questions are critical to the sacred existence of students, teachers, programs, parents, and other related professionals. This means that how the roles of these important entities are tied to the roles of multidisciplinary teams is intensely critical.

On the whole, Traditional and Innovative Assessment Techniques for Students with Disabilities is uniquely crucial and written to address current assessment issues. We understand that no assessment is perfect; however, how we use it is important. From our perspective, using assessment tools to label, categorize, and place students defeats the purposes of these tools. In reality, we cannot afford to throw the baby away with the bath water. We can gain lots of important knowledge when we use these tools prudently and productively. As we respect tradition, we must also be innovative.

We believe this book is an excellent required or supplementary text for undergraduate and graduate students majoring in special education, psychology, and related fields. It is apparently beneficial to researchers and practitioners, in general, and special education and other related professions. We thank our contributors for sharing their wealth of knowledge in this book, and we especially thank the professionals at Emerald for their patience and support during this book project. Finally, we thank our family members for their unflinching love and support during this venture.

Festus E. Obiakor

Jeffrey P. Bakken