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Research-Based Strategies for Assessment, 1e is an authoritative collection of the best approaches known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings regarding assessment in a single source. Written by leading authorities, chapters offer a consistent format that includes the approach, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections discuss the processes of assessment that special educators encounter when they work in general education settings, with parents, on eligibility decisions, and on high-stakes testing.
Table of Contents:
- Introduction to Research-based Practices in Special Education (Bryan G. Cook, & Melody Tankersley)
- School-wide Prevention of Academic and Behavioral Difficulties (Matthew Burns & Sara Scholin)
- Data-Based Decision-Making in Academics Using Curriculum-Based Measurement (Erica Lembke, David Hampton, & Elise Hendricker)
- Parental Participation in Assessment and IEP Development (Katharine G. Shepherd, Michael F. Giangreco, & Bryan G. Cook)
- Best Practices in Assessment for Eligibility-Identification (Berttram Chiang, Suzanne Russ, & Stacey Skoning)
- Individualized Education Plans: Legal Requirements and Research Findings (Christine A. Christle & Mitchell L. Yell)
- Using Assessments to Determine the Least Restrictive Environment for Students with Disabilities (Rick Brigham & Jean Crockett)
- Curriculum-based Assessment (John Venn)
- Accommodations and Modifications for Assessment (Martha Thurlow, Sheryl Lazarus, & Laurene Christensen)
About the Author :
John Wills Lloyd, Ph.D., who received a Ph.D. from the University of Oregon in 1976, is professor of education at the University of Virginia's Curry School of Education. Lloyd specializes in learning and behavior problems, reading instruction, and research methods. His studies of the characteristics of students with learning and behavior problems and of procedures for addressing those problems have appeared in dozens of special education and behavioral psychology journals. In addition, he has written chapters for edited volumes and books for use by teachers. In aggregate, he has authored, co-authored, edited, or co-edited more than 150 publications. He has directed or co-directed federally funded projects on learning disabilities, emotional and behavioral disorders, and reading. Beyond the traditional forms of scholarship, Lloyd has also created electronic resources about special education policy, practice, and issues; these include TeachingLD.org, the official Web site for the Division for Learning Disabilities, and popular blogs such as TeachEffectively.com and SpedPro.org.
Timothy J. Landrum, Ph.D. is an associate professor in the Department of Special Education at the University of Louisville. He has been a researcher and teacher educator for more than 20 years, and prior to that taught students with emotional and behavioral disorders in residential and public school settings. He has authored or co-authored more that 50 articles, chapters, and books, most of which deal with emotional and behavioral disorders, classroom and behavior management, and the translation of research into practice. With James M. Kauffman, he is the co-author of the highly regarded text, Characteristics of Children’s Behavior Disorders.
Bryan G. Cook, Ph.D., is a Professor in the Department of Special Education at the University of Hawaii at Manoa. He earned his Ph.D. in special education at the University of California at Santa Barbara. Dr. Cook and his colleagues have guest edited a number of special issues of journals on topics related to research-based practices in recent years, including of a 2003 special issue of Journal of Special Education, a 2008 special issue of Intervention in School and Clinic, a 2009 special issue of Exceptional Children, and a 2010 special issue of Intervention in School and Clinic. Dr. Cook is currently the chair of the Council for Exceptional Children’s Workgroup on Evidence-based Practices and President of the Council for Exceptional Children’s Division for Research, as well as Associate Editor of the journal Remedial and Special Education. He is the recipient of the Council for Exceptional Children’s Division for Research 2007 Distinguished Early Career Research Award and the 2008 James M. Kauffman Publication Award (with Melody Tankersley).
Melody Tankersley, Ph.D., is a professor of special education at Kent State University. After earning her doctorate degree from the University of Virginia, she was awarded a post-doctoral fellowship at Juniper Gardens Children’s Project, a program affiliated with the University of Kansas. Prior to beginning her graduate studies, Dr. Tankersley taught students with emotional and behavioral disorders, a population of students who continue to be the focus of her instructional and scholarly endeavors. Dr. Tankersley focuses her scholarship on issues related to identifying and using evidence-based practices, academic and behavioral interventions, the prevention of emotional and behavioral disorders, and parent interventions. Dr. Tankersley and her colleague from the University of Hawaii, Dr. Bryan Cook, were recently awarded the James M. Kauffman Publication Award, presented by the University of Virginia’s Curry School of Education for a scholarly work that results in knowledge leading to exemplary special education practices.
