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MTTC CI (115)

Assessments

QuestionAnswer
Type of assessment that measures the development of infants, toddlers, and preschoolers.. categorized under norm-referenced tests; map out the progress of a child compared to the progress of similar-aged children. developmental assessments
A developmental assessment that measures fine & gross motor skills, communication & language, and social, cognitive, & self-help milestones that young children should achieve at certain ages norm-referenced test
When a child is suspected of having a _____________ ______, a developmental assessment is useful in identifying the child's strengths and weaknesses. developmental delay
This type of a test is easily administered; used as the first step in determining if a child needs special ed services; also used to identify students who may be falling behind; can be used class-wide rather than 1:1 screening tests
type of norm-referenced test measures a student's capacity for abstract thinking, mental reasoning, judgment, and decision-making; help determine the overall intelligence of a student; determines if a student's deficits are due to ID, ED, or LD intelligence test (aka IQ tests)
assessments that are useful for diagnosing a student with an ID that affects the development or progression of adaptive behavior; used in preschools & for determining eligibility for special ed in grade schools; identify a student's level of independence adaptive behavior scales
a way for teachers to track how students are progressing in their academics; useful for addressing how students with special needs are progressing on their IEP goals; helps determine if instructional strategies are effective or need changed curriculum based measurement (CBM)
these achievement tests are used as diagnostic tools for identifying children with high-incidence disabilities; useful for assessing intellectual abilities, cognitive abilities, aptitude, oral language, and academic achievement Woodcock-Johnson (WJ) achievement tests
an IQ assessment that measures the cognitive abilities of children and adults; measures their verbal intelligence (i.e. comprehension, vocabulary) & performance intelligence (i.e. reasoning, picture completion) useful for helping diagnose a student w/ CI Weschler Intelligence Scale for Children (WISC)
evaluates preschoolers, minority groups, and children with LD; assesses children 2-18yrs; meant to be used mainly with kids nonverbal Kaufman Assessment Battery for Children (K-ABC)
The 4 components of the K-ABC sequential processing scale, simultaneous processing scale, achievement component, & mental processing component
1 component of K-ABC; assesses short-term memory and problem-solving skills when putting things in sequential order the sequential processing scale
1 component of K-ABC; assesses problem-solving skills for completing multiple processes simultaneously (like identifying objects and reproducing design shapes using manipulatives) the simultaneous processing scale
1 component of K-ABC; measures expressive vocabulary, math skills, and reading & decoding skills the achievement component
1 component of K-ABC; assesses the abilities a student demonstrates on the sequential and simultaneous processing scales the mental processing component
assesses the personal and social skills of children and adults; useful for planning a student's educational pathways & developing transition plans & goals for students of appropriate ages on their IEPs; completed by people close with student The Vineland Adaptive Behavior Scale (VABS)
tests that assess the cognitive functioning abilities of children & adults; useful in diagnosing &/or identifying kids with disabilities who are eligible for SPED under IDEA cognitive tests
Created by: jmeeker
Popular Standardized Tests sets

 

 



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