Multimethod assessment encourages the use of a variety of assessment methodologies to provide accurate and fair data to decision makers in special education. Procedures are first classified according to methodological type and used both for the assessment purposes for which they are best suited and as crosschecks upon one another. (Author/CL)

An integrated parent-professional approach to assessment uses parents of disabled children as expert information gatherers and verifiers in an ongoing process of evaluating the child and establishing treatment goals. The Nottingham assessment model is described, and suggestions for implementing parent-professional collaboration are discussed.…

Though curriculum-based assessment (CBA) is considered a valuable evaluation procedure, areas of concern exist, including: assumptions regarding content of the CBA instrument, appropriateness of CBA as the only information source for individualized education programs, and recognition of CBA's limitations as a procedure/model under the current…

Current assessment models in communication disorders are reviewed, factors involved in meeting the demands of P.L. 94-142 are addressed, and recommended practices as well as future considerations are noted. (CL)

The article presents a rationale for naturalistic assessment of young handicapped and nonhandicapped children in the classroom. Observation of such areas as cognitive activity, materials use, sustained activity, activity variation, adaptive environment, and classroom structure are encouraged. Four alternative assessment procedures are presented,…

Curriculum-based measurement (CBM) is defined and described through a case study of a fourth-grade student. CBM is suggested as a system for monitoring goal appropriateness, adjusting instructional programs, and formulating instructional improvements. Potential contributions of CBM to special education practice are outlined, and areas of needed…

The Group Analysis of Instruction Matrix and the Individual Analysis of Instruction Matrix are presented as two content-free methods for objectifying assessment by observation in a naturalistic environment. The assessments provide a structure for recording observations of reading performance within a content area class. (JDD)

The authors describe a precision teaching screening procedure used in a public school setting. Screening material is based upon the basic skills that were taught during the previous year and consists of one-minute performance samples taken on 10 consecutive school days. (Author)

The Student-Assisted Functional Assessment Interview identifies antecedent events, ecological variables, and consequences that can be modified to improve a student's classroom behavior. The assessment tool solicits information directly from students about their preferences and their appropriate and inappropriate behaviors. Interview results can…

The article describes an assessment model, developed by Project CO-OP at the University of Virginia, with strategies for conducting community assessment, trainee (moderately to profoundly handicapped) skill assessment, and job-trainee matches. Procedures exemplify methods for systematically collecting and analyzing information to facilitate…

This article describes both portfolio assessment and curriculum-based measurement; offers a rationale for using these two assessment strategies together; and gives specific steps for combining these two approaches, using a case example of a learning-disabled boy with difficulties in written expression to illustrate the synthesis. (DB)

The Luria Nebraska Neuropsychological Battery identifies cognitive deficits and localizes specific brain impairment in individuals age 15 or older. The instrument uses visual stimulus cards and an audiotape to assess performance in such areas as tactile functions, speech, arithmetic, and memory. This paper examines test administration, summation…

The Test of Practical Knowledge seeks to measure students' skills to handle everyday life situations by assessing three domains: personal knowledge, social knowledge, and occupational knowledge. This paper describes the administration of the test to students in grades 8 to 12, the summation of data, interpretation of scores, standardization,…

The Problem Behavior Questionnaire is an indirect functional assessment instrument for use with students presenting behavior problems in general education settings. Preliminary studies indicate that the questionnaire offers a practical, easy assessment method which considers the potential effects of peer attention on problem behavior. The…

This article on language assessment differentiates between linguistic competence and communicative competence as a theoretical framework. Descriptive assessment is discussed as it relates to the role of context, language sampling, and play-based assessments. Finally, the impact of descriptive assessment on the future of speech and language…