Educational Diagnostician Exam
Terms in this set (130)
An assessment instrument used to measure an individual's ability in a particular domain such as cognitive, psychomotor, or physical functioning.
Describe changes in format, response, setting, timing, or scheduling that do not alter in any significant way what the assessment instrument measures. Accommodations are designed to ensure that an assessment measures the intended construct, not the child's disability.
Refers to an individuals' understanding of the language (including pragmatics), history, values, and social convections of society at large.
An assessment instrument that measures information that someone has learned.
Is the way individuals meet the expectations of their physical and social environments. Includes such things as communication, daily living skills, and socialization.
Adequate Yearly Progress AYP
Measure of yearly progress toward achieving state academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts and schools must achieve each year.
In assessment, age equivalent means a child's raw score is the mean score for a particular age group and is expressed in years and months; For example, if children who are 11 years and 5 months old have a median score of 17 on a test, the score 17 has an age equivalent of 11-5.
On a progress monitoring chart, a line that connects a student's baseline performance level with a learning goal.
Information collected based on personal experience or reported observations.
Speech disorder characterized by deficits in the speaker's production of sounds such as lisps and stuttering.
The process of collecting information on an individual in order to make educational decisions.
Refers to assistive, adaptive, and rehabilitative devices for students with disabilities.
Refers to the ability to detect differences in sounds.
Auditory Figure Ground
The ability to attend to one sound against a background of another sound.
Ability to retain information which has been presented orally.
The ability to perceive and process information presented auditory
An assessment taking place in a real-life setting often based on performance, examples include musical ability, athletic ability, functional skills.
Basic Interpersonal Communication Skills
Is often referred to as "playground English" or "survival English." In ESL students, this language is more developed than academic language skills.
Point below which the examiner assumes that the student could obtain all correct responses and, therefore, it is the point at which the examiner begins testing.
Behavioral Intervention Plan
A behavior plan based on an FBA that includes positive behavioral support strategies, program modifications, and supplementary aids and supports that address a student's disruptive behaviors
Direct observation and collection of data of an individual's behavior.
A measure of a specific level of student performance (e.g., TAKS) expected of students at particular grades.
Bender Visual Motor Gestalt Test
Test used to assess level of maturity in visual-motor perception.
An educational program in which two languages are used to provide instruction.
The ceiling score is the point above which the examiner assumes that the student would obtain all incorrect responses if the testing were to continue; it is, the point at which the examiner stops testing.
Strategies to teach reading comprehension, including summarization, prediction, and inferring word meanings text.
Refers to how an individual's performance on one measure estimates performance on another measure.
The range of scores within which a person's true score will fall given a certain probably such as 90% or 95%.
Cognitive Academic Language Proficiency
Is the language ability required for academic achievement in an educational setting.
Cognitive Behavioral Interventions
Behavioral interventions that address the cognitive domain of students as well as their observable behavior. Includes such things as problem-solving and recognizing thinking patterns.
Refers to an impairment that is present at birth.
Evidence that measures the extent to which a test measures a theoretical construct or trait.
Academic content standards are developed by state departments of education that refer to the expected performance of students; in Texas these would be the Texas Essential Knowledge and Skills (TEKS).
Evidence that the measures the extent to which a test is an adequate measure of the content it is designed to measure.
Council for Children with Behavioral Disorders
A division of CEC dedicated to serving students who display emotional and or behavior disorders. This professional organization would be able to provide the most current information concerning students who display significant behavior problems.
Council for Educational Diagnostic Services
The Council for Educational Diagnostic Services (CEDS) is a subdivision of the Council for Exceptional Children (CEC) whose membership is comprised of personnel involved in diagnostic and prescriptive programs for children and youth.
A test in which the individual's performance is compared to an objective or performance standard. These tests determine if specific skills have been mastered.
Curriculum Based Measurement
Refers to brief global measures used to monitor student educational progress by directly assessing core academic skills (e.g., reading, math, writing, spelling).
Set of values, behaviors, attitudes, and practices within a system, organization, program, school or among individuals and which enables them to work effectively cross culturally.
The ability to apply knowledge of letter-sound relationships to correctly pronounce written words.
A score to which raw scores are converted by statistical transformation (e.g., conversion of raw scores to percentile ranks or standard scores).
A severe language disorder attributed to brain injury rather than a developmental delay in the normal acquisition of language.
A test used to diagnose, analyze or identify specific areas of weakness and strength. These tests are used in special education to determine eligibility.
Involves teaching strategies that reach the needs of a diverse classroom. For example, flexible grouping, tiered assignments, and learning stations.
When members of certain groups (e.g., African-American, low-socioeconomic, etc. ) are represented in special education disability categories proportionally exceeding the population.
Disorder manifesting itself as difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. These difficulties typically result from a deficit in the phonological component of language
Difficulty in remembering names or recalling words needed for oral or written language.
Difficulty in performing drawing, writing, buttoning, and other tasks requiring fine motor skill.
An assessment of a student's learning environment to determine what factors may be contributing to learning or behavioral problems.
English as a Second Language
An educational approach in which English language learners are instructed in the use of the English language. Instruction focuses on language.
Explicitly stated in the test manual of standardized individual tests of who is qualified to administer and interpret the instrument.
Refers to the cognitive ability to plan ahead, prioritize, stop and start activities, shift from one activity to another activity, and to monitor one's own behavior.
The aspect of spoken language that includes the oral production (sometimes called oral expression) and the aspect of written language that includes composing or writing.
In behavior management, the removal of positive reinforcement ion order to make the target behavior less desirable to the student.
Family Educational Rights to Privacy Acts
The federal law that protects the privacy of student education records.
Refers to the accuracy or automaticity of a task such as reading or speaking.
Assessment procedures such as using norm referenced tests, and criterion referenced tests that yield a numerical score. These tests usually have explicit instruction in scoring and administration.
A type of assessment that occurs during the instructional process. It provides information needed to adjust teaching based on student learning.
Functional Behavior Assessment (FBA)
The collection of data through direct observation, interviews, and rating scales in order to determine the purpose of a students' behavior and to develop subsequent behavioral intervention plans.
The ability to transfer knowledge or behavior across settings.
A scoring approach in which the score is based on an overall impression of student performance
Independent Educational Evaluation
An outside evaluation conducted by a qualified examiner, who is not employed by the school district.
Intelligence Quotient (IQ)
Derived score achieved on an intelligence test that identifies learning potential, usually has a mean of 100 and SD of 15.
Tests that measure a broad range of intellectual ability used to determine levels of cognitive functioning. (Examples: Wechsler Intelligence Scale for Children (WISC-IV) and Stanford-Binet (SB:V).
Nonstandardized methods of assessment such as interviews, observations, and teacher-made tests.
Permission obtained from a parent or student to allow the collection of assessment data. This is obtained after a the parent or student is fully informed of their rights, responsibilities, purposes for the evaluation, and proposed methods used.
The degree to which different raters/observers give consistent estimates of the same observable fact such as a writing sample or a behavioral dimension.
Kaufman Assessment Battery for Children (KABC)
An individually administered measure of cognitive ability.
Limited English Proficient (LEP)
Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English.
The ability to understand and comprehend speech.
Norm samples based on the a smaller sample such as the classroom, school, or district.
Low Incidence Disabilities
Disabilities that do not occur frequently in the population (i.e., blindness, spina bifada).
Representative at the ARDC from language proficiency assessment committee.
Procedure required before a student receiving special education had a change of placement for more than ten days. This is when a school must determine if the behavior in question was "caused by or had a direct and substantial relationship to the child's disability" or "if the conduct in question was the direct result of the local educational agency's failure to implement the IEP."
The process of "thinking about thinking." This is controlled by the executive functioning ability of a student.
Changes in the content, format, and/or administration of a test that alters or reduces what the assessment instrument measures.
An assessment process in which a qualified group (i.e., educational diagnostician, LSSP, Autism specialist)of individuals is involved in the assessment.
Norms developed by using samples from the national population.
Normal Curve Equivalent (NCE)
Standard score with a mean of 100 and a standard deviation if 21.06.
In a In a normal distribution represented by the bell curve, 68% of the scores fall within one (1)standard deviation above or below the mean, and 95% of the scores fall within 2 standard deviations above or below the mean.
Standardized tests designed to compare the scores of children to scores achieved by peers the same age who have taken the same test.
Provides therapy to develop, recover, or maintain the daily living and work skills of students with disabilities .
Percentiles or Percentile Ranks (PR)
Percentage of scores that fall below a point on a normal bell score distribution; for example, a score at the 65th percentile indicates that person scored at or above 65% of the people who took the test.
Perceptual Reasoning Index (PRI)
This standard score represents the ability to interpret and organize visually perceive material on the WISC-IV.
Related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onset and rime. It is one of the five critical elements of reading.
A method of evaluating progress over time by analyzing a collection of different measurements and work samples.
The extent a score on one measure can predict a score on another measure.
Processing Speed Index (PSI)
Standard score on the WISC-IV that measures the ability to process visually perceived nonverbal information quickly.
Document that explains the specific rights and responsibilities of the parent in the special education process.
Used to assess students' academic performance and evaluate the effectiveness of instruction; usually implemented with individual students or small groups.
The presentation of something pleasant or rewarding immediately following a behavior resulting in an increase of the behavior.
Data that cannot be expressed numerically such as interview data or self-reports.
Data collected and presented with numerical values such as scores on an achievement test and total time on task.
A percentile band consisting of 25 percentile ranks in width; each quartile band contains 25% of the norm group.
An assessment procedure which a dimension such as behavior or feelings are quantified.
A raw score is the number of questions answered correctly on a test or subtest. Raw scores are then converted to percentile ranks, standard scores, grade equivalent and age equivalent scores.
The aspect of spoken language that includes listening, closely related to listening comprehension.
Refers to the consistency with which a test measures the construct being tested.
Response to Intervention (RTI)
Process whereby schools record and monitor a child's response to scientific, research-based intervention using a tiered approach RTI was authorized for use in December 2004 as part of the Individuals with Disabilities Education Act (IDEA).
School Social Worker
Helps link the family with the school and other services. A school social worker also has expertise in family systems and social development of individuals.
Used to identify students who may need further assessment, can be used in large groups or individually.
Refers to a person's ability to make their own choices consistent with their own values, preferences, and abilities.
Are the skills that enable a person to interact and communicate with peers and teachers (e.g., sharing, following directions).
A measure of variability describing how scores vary from the mean. The standard deviation is used to determine what range a student scores falls on the normal bell curve (e.g., average, below average, borderline).
Standard Error of Measurement
An estimate of error to use in interpreting an individual's test score determined using the reliability coefficient.
Scores on norm-referenced tests derived from raw scores based on the normal bell curve distribution. These scores are used to compare the student's score with a norm-group, other students, or themselves.
Individually administered measure used for the testing of cognitive abilities
A standard score between 1 to 9, with a mean of 5 and a standard deviation of 2.
A smaller sub-group of test items that comprise a larger or complete battery of test measuring a specific area (i.e., processing speed, working memory, math calculation and reading comprehension).
A measure of a student's learning relative to a specific content standard usually given at the end of an instructional period (e.g., unit test, end-of-year state assessments).
Used to break down a complex task into smaller tasks in order to teach the steps in succession usually to students with disabilities.
Texas Education Diagnosticians Association
TEDA is a professional organization that promotes professionalism, competence, excellence, and continuing education within the organization to provide individuals with disabilities quality educational services in the state of Texas.
Testing of Limits
After administering a test battery, a procedure to gain additional information about a child by giving the child test items with slight modifications form the standardized administration (e.g., more time, additional cues).
A standard score with a mean of 50 and a standard deviation of 10.
A predetermined set of questions or tasks used to measure competence in a particular skill, domain, or behavior.
A test in which there are systematic differences in the meaning of test scores attributed to demographic variables (e.g., gender, ethnicity, and age).
A set of assessment that Provide relevant information about the student in relation to key areas for transition planning such as post-school employment, housing, recreation, etc.
In special education, when the focus is providing services and supports when students are moving from one setting to the next (e.g., high school to post-secondary, early childhood to kindergarten).
Univeral Nonverbal Intelligence Test
A standardized, individualized measure of intellectual functioning of children and adolescents (5-18 years) who cannot be assessed readily on a verbally loaded measure of intelligence.
Verbal Comprehension Index
A standard score on the WISC-IV that represents verbal knowledge and understanding.
Vineland Adaptive II Behavior Scales
A measure of personal and social skills needed for everyday living (adaptive behavior).
Ability to retain information which has been presented visually.
Visual Spatial Ability
Able to perceive visual patterns in relationship to objects in space.
Weschler Individual Achievement Test (WIAT IV)
A norm-referenced measure of eight areas of achievement specified by IDEA 2004 as important for identifying and classifying learning disabilities
Weschler Intelligence Scale for Children (WISC IV)
A norm-referenced measure of cognitive abilities for students aged 6-16-11.
Woodcock Johnson Tests of Achievement (WJ III)
A norm-referenced measure of academic achievement specified by IDEA 2004 as important for identifying and classifying learning disabilities.
Woodcock Johnson Tests of Cognitive Skills (WJ III Cog)
A norm-referenced measure of cognitive abilities.
The ability to perform a cognitive process on information stored in short-term memory.
Working Memory Index
A standard score on the WISC-IV that represents immediate memory and the ability to sustain attention and exert mental control.
A standard score with a mean of 0 and a standard deviation if ± 1.
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