Assessing learners with special needs: an applied approach
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Upper Saddle River, N.J. [u.a.]
Pearson
2009
|
| Edition: | 6. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and indexes |
| Physical Description: | XIX, 541 S. Ill., graph. Darst. |
| ISBN: | 9780131599574 0131599577 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | Titel: Assessing learners with special needs
Autor: Overton, Terry
Jahr: 2009
CONTENTS
PART 1
Introduction to Assessment
Chapter 1 An Introduction 2
CEC Knowledge and Skills Standards 3
Assessment: A Necessary Part of Teaching 4
Monitor Your Progress 4
Historical and Contemporary Models of Assessment 7
Early Intervening Services 11
Three-Tier Model of Intervention 12
Contemporary Model of Assessment 16
Evaluating Student Progress in the Classroom 19
Designing an Assessment Plan 25
The Comprehensive Evaluation 28
Assessing The Whole Child: Cultural Considerations 31
Chapter Summary 37
Think Ahead 37
Chapter 2 Laws, Ethics, and Issues 42
CEC Knowledge and Skills Standards 42
The Law: Public Law 94-142 and IDEA 44
IDEA and Assessment 47
Initial Evaluations 47 • Parental Consent 48 •
Nondiscriminatory Assessment 50 • Determining Needed
Evaluation Data 57
Evaluating Children with Specific Learning Disabilities 58
Meeting the Needs of Persons with Attention Disorders 59
IEP Team Evaluation 60
Determining Eligibility 64
Parent Participation 67
Developing the Individualized Education Program 67
Transition Services 73
Due Process 75
Impartial Due Process Hearing 76
Section 504 77
Research and Issues Concerning IDEA 79
Issues of Nondiscriminatory Assessment 80
Contents
xiv
The Multidisciplinaiy Team and the
Decision-Making Process 86
Least Restrictive Environment 87
Impartial Hearings 89
Ethics and Standards 90
Chapter Summary 96
Think Ahead 96
PART 2
Technical Prerequisites of Understanding
Assessment 101_________________________ ._
Chapter 3 Descriptive Statistics 102
CEC Knowledge and Skills Standards 103
Why Is Measurement Important? 103
Getting Meaning from Numbers 105
Review of Numerical Scales 106
Descriptive Statistics 107
Measures of Central Tendency 108
Average Performance 109
Measures of Dispersion 115
Standard Deviation 118 • Standard Deviation
and the Normal Distribution 119
Mean Differences 121
Skewed Distributions 121
Types of Scores 123
Think Ahead 126
Chapter 4 Reliability and Validity 130
CEC Knowledge Skills and Standards 131
Reliability and Validity in Assessment 131
Correlation 132
Positive Correlation 133 • Negative Correlation 135 •
No Correlation 135
Methods of Measuring Reliability 137
Test-Retest Reliability 140 • Equivalent Forms
Reliability 140 • Internal Consistency Measures 141 •
Interrater ReUabüity 142
Which Type of Reliability Is the Best? 143
Reliability for Different Groups 144
Standard Error of Measurement 146
Estimated True Scores 152
Contents xv
Test Validity 154
Criterion-Related Validity 155 • Content Validity 156 •
Construct Validity 157 • Validity of Tests versus Validity of
Test Use 158
Reliability versus Validity 160
Think Ahead 160
Chapter 5 An Introduction to Norm-Referenced
Assessment 164
CEC Knowledge Skills and Standards 165
How Norm-Referenced Tests Are Constructed 166
Basic Steps in Test Administration 170
Beginning Testing 170 • Calculating Chronological Age 173 •
Calculating Raw Scores 176 • Determining Basais and
Ceilings 176 • Using Information on Protocols 179 •
Administering Tests: for Best Results 181 • Obtaining Derived
Scores 184
Types of Scores 185
Group Testing: High-Stakes Assessment 186
Accommodations in High-Stakes Testing 188 • Alternate
Assessment 190 • Issues in High-Stakes Testing 191
Chapter Summary 193
Think Ahead 194
PART 3
Assessing Students 199____________________
Chapter 6 Curriculum-Based Assessment and Other
Informal Measures 200
CEC Knowledge and Skills Standards 201
Curriculum-Based Measurement 202
How to Construct and Administer Curriculum-Based
Measurements 202 • Caution About Using Expected Growth
Rates in Reading 210 • Review of Research on Curriculum-
Based Measurement 212 • Cautions 217
Criterion-Referenced Assessment 218
The Brigance Inventories 218 • Teacher-Made Criterion-
Referenced Tests 221
Task Analysis and Error Analysis 227
Teacher-Made Tests 230
Other Informal Methods of Academic Assessment 231
Informal Assessment of Reading 235 • Informal Assessment of
Mathematics 237 • Informal Assessment of Spelling 238 •
xvi
Contents
Informal Assessment of Written Language 238 • Performance
Assessment and Authentic Assessment 240 • Portfolio
Assessment 243
Informal and Formal Assessment Methods 245
Problems of Norm-Referenced Assessment 245
Think Ahead 246
Chapter 7 Academic Assessment 250
CEC Knowledge and Skills Standards 251
Achievement Tests 252
Standardized Norm-Referenced Tests versus Curriculum-Based
Assessment 252
Review of Achievement Tests 253
Woodcock-Johnson III Tests of Achievement (WJ III) 254 •
Peabody Individual Achievement Test-Revised (PIAT-R) 259 •
Kaufman Test of Educational Achievement, 2nd Edition
(K-TEA-II) 261 • Wechsler Individual Achievement Test,
Second Edition (WIAT-II) 272 • Wide Range Achievement
Test-Revision 3 (WRAT3) 275 • Woodcock-McGrew-Werder
Mini-Battery of Achievement 276
Selecting Academic Achievement Tests 277
Diagnostic Testing 280
Review of Diagnostic Tests 280
Keymath—3 Diagnostic Assessment (KeyMath-3 DA) 280 •
Woodcock Reading Mastery Tests-Revised (WRMT-R) 292 •
Process Assessment of the Learner: Test Battery for Reading and
Writing (PAL-RW) 295
Other Diagnostic Tests 301
Gray Oral Reading Tests-Fourth Edition (GORT-4) 301 • Test of
Reading Comprehension-Third Edition (TORC-3) 301 • Test of
Written Language-3 (TOWL-3) 302 • Test of Written Spelling-4
(TWS-4) 302
Assessing Other Language Areas 303
Peabody Picture Vocabulary Test-4 (PPVT-4) 303 • Expressive
Vocabulary Test-2 305 • Test of Language
Development-Primary: Third Edition CTOLD-P:3) 305 • Test of
Language Development-Intermediate: Third Edition
CTOLD-I:3) 307
Selecting Diagnostic Instruments 307
Research and Issues 307
Think Ahead 312
Chapter 8 Assessment of Behavior 316
CEC Knowledge and Skills Standards 317
Tier One Behavioral Interventions 318
Contents xvii
Requirements of the 1997 IDEA Amendments 319
Functional Behavioral Assessments 321
Direct Observation Techniques 322 • Antecedents 322 •
Anecdotal Recording 323 • Event Recording 324 • Time
Sampling 327 • Interval Recording 327 • Duration
Recording 327 • Latency Recording 329 • Interresponse
Time 329
Structured Classroom Observations 331
Child Behavior Checklist: Direct Observation Form,
Revised Edition 331
Other Techniques for Assessing Behavior 332
Checklists and Rating Scales 332 • ASEBA—Achenbach
System of Empirically Based Behavior Assessment (ASEBA)
Parent, Teacher, and Youth Report Forms 333 •
Behavior Assessment System for Children, Second Edition
(BASC-2) 335 • Questionnaires and Interviews 337 •
Sociograms 338 • Ecological Assessment 339
More Practice—Analysis of Behavioral Case 341
Projective Assessment Techniques 343
Sentence Completion Tests 344 • Drawing Test 344 •
Apperception Tests 346
Computerized Assessment of Attention Disorders 348
Continuous Performance Test 349 • Conners Continuous
Performance Test 349
Determining Emotional Disturbance 349
Research and Issues 350
Think Ahead 355
Chapter 9 Measures of Intelligence
and Adaptive Behavior 358
CEC Knowledge and Skills Standards 359
Measuring Intelligence 359
The Meaning of Intelligence Testing 360
Alternative Views of Intellectual Assessment 362
Litigation and Intelligence Testing 365
Use of Intelligence Tests 367
Review of Intelligence Tests 368
Wechsler Intelligence Scale for Children—Fourth Edition 369 •
Wechsler Adult Intelligence Scale-Third Edition 374 • Kaufman
Assessment Battery for Children, Second Edition 376 • Stanford-
Binet-Fifth Edition 378 • Woodcock-Johnson III Tests of Cognitive
Abilities 380 • Detroit Tests of Learning Aptitude-4
(DTLA-4) 381 • Kaufman Brief Intelligence Test (KBIT) 382 •
Nonverbal Intelligence Tests 382 • Universal Nonverbal Intelligence
Test 383 • Backgwund and Referral Information 385 •
xviii Contents
Comprehensive Test ofNonverbal Intelligence (CTONI) 386 • Test
of Nonverbal Intelligence-Third Edition ÇTONI-3) 387
Research on Intelligence Measures 388
Assessing Adaptive Behavior 390
Review of Adaptive Behavior Scales 394
Vineland-II: Vineland Adaptive Behavior Scales,
Second Edition 394 • AAMR Adaptive Behavior Scale-School,
Second Edition (ABS-S2) 394
Intelligence and Adaptive Behavior: Concluding Remarks 395
Think Ahead 402
Chapter 10 Special Considerations of Assessment in Early
Childhood and Transition 404
CEC Knowledge and Skills Standards 405
Legal Guidelines of Early Childhood Education 406
Infants, Toddlers, and Young Children 406
Eligibility 406
Evaluation and Assessment Procedures 407
Issues and Questions About Serving Infants and Toddlers 409
Methods of Early-Childhood Assessment 412
Assessment of Infants 412
Assessment of Toddlers and Young Children 415
Mullen Scales of Early Learning: AGS Edition 415 • The Wechsler
Preschool and Primary Scale of Intelligence, 3rd Edition 416 •
AGS Early Screening Profiles 419 . Kaufman Survey of Early
Academic and Language Skills (K-SEALS) 422 • Brigance
Screens 422 • Developmental Indicators for the Assessment of
Learning-Third Edition (DIAL-3) 423
Techniques and Trends in Infant and Early-Childhood
Assessment 425
Other Considerations in Assessing Very Young Children 428
Phonemic Awareness 430
Assessment of Children Referred for Autism Spectrum
Disorders 432
GUliam Autism Rating Scale-2 (GARS-2) 435 • Childhood Autism
^Hn^^ARS) 435 Tte Autism Diagnostic Observation
M if Í? i^°SJ 436 ^ Autism Diagnostic Intervieu^Revised
IADI-R) 437 . Assistive Technology and Assessment 437
Transition and Postsecondary Considerations 439
Assessment Of Transition Needs 443 . Transition Planning
Inventory: Updated Version CTPI-UV) 443
Assessing Functional Academics 444
Kaufman Functional Assessment Skills Test (K-FAST) 444 •
Parent Interview 44^ • rnt „„• , . _.
Contents xix
Research and Issues Related to Transition Planning
and Assessment 448
Think Ahead 449
PART 4
Interpretation of Assessment Results 453______
Chapter 11 Interpreting Assessment for Educational
Intervention 454
CEC Knowledge and Skills Standards 455
Interpreting Test Results for Educational Decisions 457
The Art of Interpreting Test Results 457
Intelligence and Adaptive Behavior Test Results 463 •
Educational Achievement and Diagnostic Test Results 463
Writing Test Results 464
Background Information and Referral 467 • Parent
Conference 468 • Classroom Observations 468 • Test
Interpretations 470 • Summary and Conclusions 471 •
Recommendations 472
Writing Educational Objectives 473
IEP Team Meeting Results 473 • SUE S IEP 474
Réévaluations 476
Background and Referral Information 476 • Test
Results 477 • Summary 479 • Recommendations 479 •
Background and Referral Information 480 • Test
Results 480 • Summary 484 • Recommendations 484 •
Team Meeting 484 • Background and Referral
Information 486 • Test Results 486 • Summary 488 •
Recommendations 488 • Team Meeting 488 • IEP 489
Think Ahead 490
Appendix Key to End-of-Chapter Exercises 494
References 501
Name Index 525
Subject Index 533
Note: Every effort has been made to provide accurate and current Internet
information in this book. However, the Internet and Information on it are
constantly changing, so it is inevitable that some of the Internet addresses
listed in this textbook will change.
|
| adam_txt |
Titel: Assessing learners with special needs
Autor: Overton, Terry
Jahr: 2009
CONTENTS
PART 1
Introduction to Assessment
Chapter 1 An Introduction 2
CEC Knowledge and Skills Standards 3
Assessment: A Necessary Part of Teaching 4
Monitor Your Progress 4
Historical and Contemporary Models of Assessment 7
Early Intervening Services 11
Three-Tier Model of Intervention 12
Contemporary Model of Assessment 16
Evaluating Student Progress in the Classroom 19
Designing an Assessment Plan 25
The Comprehensive Evaluation 28
Assessing The Whole Child: Cultural Considerations 31
Chapter Summary 37
Think Ahead 37
Chapter 2 Laws, Ethics, and Issues 42
CEC Knowledge and Skills Standards 42
The Law: Public Law 94-142 and IDEA 44
IDEA and Assessment 47
Initial Evaluations 47 • Parental Consent 48 •
Nondiscriminatory Assessment 50 • Determining Needed
Evaluation Data 57
Evaluating Children with Specific Learning Disabilities 58
Meeting the Needs of Persons with Attention Disorders 59
IEP Team Evaluation 60
Determining Eligibility 64
Parent Participation 67
Developing the Individualized Education Program 67
Transition Services 73
Due Process 75
Impartial Due Process Hearing 76
Section 504 77
Research and Issues Concerning IDEA 79
Issues of Nondiscriminatory Assessment 80
Contents
xiv
The Multidisciplinaiy Team and the
Decision-Making Process 86
Least Restrictive Environment 87
Impartial Hearings 89
Ethics and Standards 90
Chapter Summary 96
Think Ahead 96
PART 2
Technical Prerequisites of Understanding
Assessment 101_ ._
Chapter 3 Descriptive Statistics 102
CEC Knowledge and Skills Standards 103
Why Is Measurement Important? 103
Getting Meaning from Numbers 105
Review of Numerical Scales 106
Descriptive Statistics 107
Measures of Central Tendency 108
Average Performance 109
Measures of Dispersion 115
Standard Deviation 118 • Standard Deviation
and the Normal Distribution 119
Mean Differences 121
Skewed Distributions 121
Types of Scores 123
Think Ahead 126
Chapter 4 Reliability and Validity 130
CEC Knowledge Skills and Standards 131
Reliability and Validity in Assessment 131
Correlation 132
Positive Correlation 133 • Negative Correlation 135 •
No Correlation 135
Methods of Measuring Reliability 137
Test-Retest Reliability 140 • Equivalent Forms
Reliability 140 • Internal Consistency Measures 141 •
Interrater ReUabüity 142
Which Type of Reliability Is the Best? 143
Reliability for Different Groups 144
Standard Error of Measurement 146
Estimated True Scores 152
Contents xv
Test Validity 154
Criterion-Related Validity 155 • Content Validity 156 •
Construct Validity 157 • Validity of Tests versus Validity of
Test Use 158
Reliability versus Validity 160
Think Ahead 160
Chapter 5 An Introduction to Norm-Referenced
Assessment 164
CEC Knowledge Skills and Standards 165
How Norm-Referenced Tests Are Constructed 166
Basic Steps in Test Administration 170
Beginning Testing 170 • Calculating Chronological Age 173 •
Calculating Raw Scores 176 • Determining Basais and
Ceilings 176 • Using Information on Protocols 179 •
Administering Tests: for Best Results 181 • Obtaining Derived
Scores 184
Types of Scores 185
Group Testing: High-Stakes Assessment 186
Accommodations in High-Stakes Testing 188 • Alternate
Assessment 190 • Issues in High-Stakes Testing 191
Chapter Summary 193
Think Ahead 194
PART 3
Assessing Students 199_
Chapter 6 Curriculum-Based Assessment and Other
Informal Measures 200
CEC Knowledge and Skills Standards 201
Curriculum-Based Measurement 202
How to Construct and Administer Curriculum-Based
Measurements 202 • Caution About Using Expected Growth
Rates in Reading 210 • Review of Research on Curriculum-
Based Measurement 212 • Cautions 217
Criterion-Referenced Assessment 218
The Brigance Inventories 218 • Teacher-Made Criterion-
Referenced Tests 221
Task Analysis and Error Analysis 227
Teacher-Made Tests 230
Other Informal Methods of Academic Assessment 231
Informal Assessment of Reading 235 • Informal Assessment of
Mathematics 237 • Informal Assessment of Spelling 238 •
xvi
Contents
Informal Assessment of Written Language 238 • Performance
Assessment and Authentic Assessment 240 • Portfolio
Assessment 243
Informal and Formal Assessment Methods 245
Problems of Norm-Referenced Assessment 245
Think Ahead 246
Chapter 7 Academic Assessment 250
CEC Knowledge and Skills Standards 251
Achievement Tests 252
Standardized Norm-Referenced Tests versus Curriculum-Based
Assessment 252
Review of Achievement Tests 253
Woodcock-Johnson III Tests of Achievement (WJ III) 254 •
Peabody Individual Achievement Test-Revised (PIAT-R) 259 •
Kaufman Test of Educational Achievement, 2nd Edition
(K-TEA-II) 261 • Wechsler Individual Achievement Test,
Second Edition (WIAT-II) 272 • Wide Range Achievement
Test-Revision 3 (WRAT3) 275 • Woodcock-McGrew-Werder
Mini-Battery of Achievement 276
Selecting Academic Achievement Tests 277
Diagnostic Testing 280
Review of Diagnostic Tests 280
Keymath—3 Diagnostic Assessment (KeyMath-3 DA) 280 •
Woodcock Reading Mastery Tests-Revised (WRMT-R) 292 •
Process Assessment of the Learner: Test Battery for Reading and
Writing (PAL-RW) 295
Other Diagnostic Tests 301
Gray Oral Reading Tests-Fourth Edition (GORT-4) 301 • Test of
Reading Comprehension-Third Edition (TORC-3) 301 • Test of
Written Language-3 (TOWL-3) 302 • Test of Written Spelling-4
(TWS-4) 302
Assessing Other Language Areas 303
Peabody Picture Vocabulary Test-4 (PPVT-4) 303 • Expressive
Vocabulary Test-2 305 • Test of Language
Development-Primary: Third Edition CTOLD-P:3) 305 • Test of
Language Development-Intermediate: Third Edition
CTOLD-I:3) 307
Selecting Diagnostic Instruments 307
Research and Issues 307
Think Ahead 312
Chapter 8 Assessment of Behavior 316
CEC Knowledge and Skills Standards 317
Tier One Behavioral Interventions 318
Contents xvii
Requirements of the 1997 IDEA Amendments 319
Functional Behavioral Assessments 321
Direct Observation Techniques 322 • Antecedents 322 •
Anecdotal Recording 323 • Event Recording 324 • Time
Sampling 327 • Interval Recording 327 • Duration
Recording 327 • Latency Recording 329 • Interresponse
Time 329
Structured Classroom Observations 331
Child Behavior Checklist: Direct Observation Form,
Revised Edition 331
Other Techniques for Assessing Behavior 332
Checklists and Rating Scales 332 • ASEBA—Achenbach
System of Empirically Based Behavior Assessment (ASEBA)
Parent, Teacher, and Youth Report Forms 333 •
Behavior Assessment System for Children, Second Edition
(BASC-2) 335 • Questionnaires and Interviews 337 •
Sociograms 338 • Ecological Assessment 339
More Practice—Analysis of Behavioral Case 341
Projective Assessment Techniques 343
Sentence Completion Tests 344 • Drawing Test 344 •
Apperception Tests 346
Computerized Assessment of Attention Disorders 348
Continuous Performance Test 349 • Conners Continuous
Performance Test 349
Determining Emotional Disturbance 349
Research and Issues 350
Think Ahead 355
Chapter 9 Measures of Intelligence
and Adaptive Behavior 358
CEC Knowledge and Skills Standards 359
Measuring Intelligence 359
The Meaning of Intelligence Testing 360
Alternative Views of Intellectual Assessment 362
Litigation and Intelligence Testing 365
Use of Intelligence Tests 367
Review of Intelligence Tests 368
Wechsler Intelligence Scale for Children—Fourth Edition 369 •
Wechsler Adult Intelligence Scale-Third Edition 374 • Kaufman
Assessment Battery for Children, Second Edition 376 • Stanford-
Binet-Fifth Edition 378 • Woodcock-Johnson III Tests of Cognitive
Abilities 380 • Detroit Tests of Learning Aptitude-4
(DTLA-4) 381 • Kaufman Brief Intelligence Test (KBIT) 382 •
Nonverbal Intelligence Tests 382 • Universal Nonverbal Intelligence
Test 383 • Backgwund and Referral Information 385 •
xviii Contents
Comprehensive Test ofNonverbal Intelligence (CTONI) 386 • Test
of Nonverbal Intelligence-Third Edition ÇTONI-3) 387
Research on Intelligence Measures 388
Assessing Adaptive Behavior 390
Review of Adaptive Behavior Scales 394
Vineland-II: Vineland Adaptive Behavior Scales,
Second Edition 394 • AAMR Adaptive Behavior Scale-School,
Second Edition (ABS-S2) 394
Intelligence and Adaptive Behavior: Concluding Remarks 395
Think Ahead 402
Chapter 10 Special Considerations of Assessment in Early
Childhood and Transition 404
CEC Knowledge and Skills Standards 405
Legal Guidelines of Early Childhood Education 406
Infants, Toddlers, and Young Children 406
Eligibility 406
Evaluation and Assessment Procedures 407
Issues and Questions About Serving Infants and Toddlers 409
Methods of Early-Childhood Assessment 412
Assessment of Infants 412
Assessment of Toddlers and Young Children 415
Mullen Scales of Early Learning: AGS Edition 415 • The Wechsler
Preschool and Primary Scale of Intelligence, 3rd Edition 416 •
AGS Early Screening Profiles 419 . Kaufman Survey of Early
Academic and Language Skills (K-SEALS) 422 • Brigance
Screens 422 • Developmental Indicators for the Assessment of
Learning-Third Edition (DIAL-3) 423
Techniques and Trends in Infant and Early-Childhood
Assessment 425
Other Considerations in Assessing Very Young Children 428
Phonemic Awareness 430
Assessment of Children Referred for Autism Spectrum
Disorders 432
GUliam Autism Rating Scale-2 (GARS-2) 435 • Childhood Autism
^Hn^^ARS) 435 ' Tte Autism Diagnostic Observation
M if Í? i^°SJ 436 ' ^ Autism Diagnostic Intervieu^Revised
IADI-R) 437 . Assistive Technology and Assessment 437
Transition and Postsecondary Considerations 439
Assessment Of Transition Needs 443 . Transition Planning
Inventory: Updated Version CTPI-UV) 443
Assessing Functional Academics 444
Kaufman Functional Assessment Skills Test (K-FAST) 444 •
Parent Interview 44^ • rnt „„• , . _.
Contents xix
Research and Issues Related to Transition Planning
and Assessment 448
Think Ahead 449
PART 4
Interpretation of Assessment Results 453_
Chapter 11 Interpreting Assessment for Educational
Intervention 454
CEC Knowledge and Skills Standards 455
Interpreting Test Results for Educational Decisions 457
The Art of Interpreting Test Results 457
Intelligence and Adaptive Behavior Test Results 463 •
Educational Achievement and Diagnostic Test Results 463
Writing Test Results 464
Background Information and Referral 467 • Parent
Conference 468 • Classroom Observations 468 • Test
Interpretations 470 • Summary and Conclusions 471 •
Recommendations 472
Writing Educational Objectives 473
IEP Team Meeting Results 473 • SUE'S IEP 474
Réévaluations 476
Background and Referral Information 476 • Test
Results 477 • Summary 479 • Recommendations 479 •
Background and Referral Information 480 • Test
Results 480 • Summary 484 • Recommendations 484 •
Team Meeting 484 • Background and Referral
Information 486 • Test Results 486 • Summary 488 •
Recommendations 488 • Team Meeting 488 • IEP 489
Think Ahead 490
Appendix Key to End-of-Chapter Exercises 494
References 501
Name Index 525
Subject Index 533
Note: Every effort has been made to provide accurate and current Internet
information in this book. However, the Internet and Information on it are
constantly changing, so it is inevitable that some of the Internet addresses
listed in this textbook will change. |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV023321269 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:53:56Z |
| indexdate | 2024-07-09T21:15:49Z |
| institution | BVB |
| isbn | 9780131599574 0131599577 |
| language | English |
| lccn | 2008000325 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016505360 |
| oclc_num | 190843345 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XIX, 541 S. Ill., graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Pearson |
| record_format | marc |
| spelling | Overton, Terry Verfasser aut Assessing learners with special needs an applied approach Terry Overton 6. ed. Upper Saddle River, N.J. [u.a.] Pearson 2009 XIX, 541 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and indexes Educational tests and measurements United States Special education United States Behavioral assessment of children United States Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Schulleistungsmessung (DE-588)4077202-0 s DE-604 Sonderpädagogik (DE-588)4077513-6 s Integrativer Unterricht (DE-588)4138728-4 s Leistungsmessung (DE-588)4167290-2 s 1\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016505360&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Overton, Terry Assessing learners with special needs an applied approach Educational tests and measurements United States Special education United States Behavioral assessment of children United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Leistungsmessung (DE-588)4167290-2 gnd Schüler (DE-588)4053369-4 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4112696-8 (DE-588)4077202-0 (DE-588)4167290-2 (DE-588)4053369-4 (DE-588)4077513-6 (DE-588)4078704-7 |
| title | Assessing learners with special needs an applied approach |
| title_auth | Assessing learners with special needs an applied approach |
| title_exact_search | Assessing learners with special needs an applied approach |
| title_exact_search_txtP | Assessing learners with special needs an applied approach |
| title_full | Assessing learners with special needs an applied approach Terry Overton |
| title_fullStr | Assessing learners with special needs an applied approach Terry Overton |
| title_full_unstemmed | Assessing learners with special needs an applied approach Terry Overton |
| title_short | Assessing learners with special needs |
| title_sort | assessing learners with special needs an applied approach |
| title_sub | an applied approach |
| topic | Educational tests and measurements United States Special education United States Behavioral assessment of children United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Leistungsmessung (DE-588)4167290-2 gnd Schüler (DE-588)4053369-4 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| topic_facet | Educational tests and measurements United States Special education United States Behavioral assessment of children United States Integrativer Unterricht Behinderung Schulleistungsmessung Leistungsmessung Schüler Sonderpädagogik USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016505360&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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