Informal assessment can make a valuable contribution to the assessment process in special education. Informal procedures are characterized by their ability to be tailored to the needs of specific assessment situations and are especially useful in student evaluation for this reason. (Author)

Nine procedures assessing the magnitude or statistical significance of ability-achievement discrepancy dealing only with magnitude were evaluated and found to possess one or more serious statistical deficiencies. The approach with the greatest potential involves assessing the statistical significance (reliability) of a discrepancy score and then…

The paper suggests that a continuum of severity within the learning disabled population is functionally related to the ease of adaptation to the environment. It is suggested that adaptive criteria can be used to determine homogeneous subgroups among the learning disabled population functionally as well or better than criteria based on traditional…

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

A direct assessment analyzes the task to be learned in such a way that the steps required to learn the skills are specified and the child's level within the task is determined. This assessment takes into consideration that the child's immediate environment can make a difference in performance. (Author/SBH)

This article describes school-based assessment procedures related to attention deficit-hyperactivity disorder, including teacher rating measures, direct observations in classrooms and on playgrounds, peer ratings and sociometric measures, and permanent product measures such as academic performance. Components of a comprehensive assessment and…

The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)

Advantages of computer based evaluation approaches for handicapped students are noted and implementation factors are discussed. The computer network for special education at the DuPage/West Cook Regional Special Education Association in Lombard, Illinois is described. (CL)

The role of "cookbooks" in the learning disabilities program is compared to that of kitchen cookbooks, and reviewed is one example of the "cookbook" approach to remedial activities. (DB)

The authors suggest that the confusion and controversy over definitions of learning disabilities have been unproductive. They review findings on the assessment decision making process and emphasize the need for a new perspective on assessment and intervention. (CL)

The paper describes an instructional material evaluation model that is based on R. Mager's approach to task analysis and may be applied to the selection of materials for learning disabled children. Procedures for listing specific objectives are reviewed, and steps for using the model to evaluate materials are presented. (SBH)

Reviewed are four tests which classroom teachers can use to assess language performance of learning disabled students, and described are three language programs. (CL)

As information on the cognitive functioning of learning disabled children emerges, a parallel, independent body of knowledge suggests investigating the cognitive complexity of learning disabled children, both to improve the conceptual understanding of learning disability and to support guidelines for relevant educational recommendations. (Author)

Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities and relationships between these disabilities and core skills. Assessment of moderator variables is crucial for development of appropriate intervention strategies. Advocacy may be necessary to establish…

The author discusses the complex nature of assessing bilingual special education students, recommends a textbook on the topic, notes the contributions of J. Mercer's System of Multicultural Pluralistic Assessment, and cites the need for special educators to focus on the issue. (CL)