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Interpreting Assessment for Educational Intervention

Sped 435

Brandi Tallmage

on 28 November 2012

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Transcript of Interpreting Assessment for Educational Intervention

Ch. 13 Questions Sped 435
Brandi Tallmage Interpreting Assessment
For Educational Intervention Test Interpretation Cross-battery Assessment When interpreting the results of standardized tests, classroom observation, student interviews, parent interviews, questionnaires, surveys, and other forms of assessment, it is important to view the child or adolescent and his or her environment holistically. Accurate interpretation involves both interindividual interpretation which is comparing a student to a peer or norm group and intra-individual interpretation which is comparing a student with his or her own performance. The Art of Interpreting Test Results I. Identifying Data
II. Background and Referral Information
A. Background
B. Refferal
C.Classroom Observation
D. Parent Information
III. Test Results
IV. Test Interpretations
V. Summary and Conclusions
B. Recommendations for Educational Interventions
C. Recommendations for Further Assessment
Outline of psychoeducational report Short-term goals are observable and measurable objectives that provide evidence if a student's progress towards annual goals.

Long-term goals are statements if anticipated progress that a student will make in one year upon which short-term objectives and benchmarks are based. Short-Term and Long-Term Goals The type of assessment in which students skills and abilities are analyzed across several instruments is cross-battery assessment. Procedures for evaluation the student:
1. Parental permission
2. Screening for sensory impairments or physical problems
3. Parent Interview
4. Intellectual and academic assessment
5. Behavioral assessment
6. Test interpretation
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