OCALI | A Guide for Assessment | Assessment Measures

A Guide for Assessment Special Education Assessment and the Law Communicating and Collaborating with Families Assessment Measures Test Administration Interpretation, Integration, and Sharing of Data Interventions and Programming

Selecting the appropriate means of assessment is a fundamental step in the assessment process. A variety of assessment tools as well as information collected from parents should be used to gain relevant data about the student's strengths and challenges and is essential. Collecting data through a variety of measures (e.g., observations, interviews, formal assessments) and from an array of sources (e.g., parents, teachers, related service personnel, psychologists) results in a clear understanding of the student's abilities and needs.

This section contains information on various assessment measures.

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Links

The Texas Autism Resource Guide for Effective Teaching: TARGET
A manual that contains information to support professionals developing practices from initial referral to program development and implementation. Sections include eligibility vs. diagnosis, educational implications, evaluation, interventions and a glossary.
http://txautism.net/target

Documents

Parent Interview of Social Functioning
A set of questions (Bellini, 2006) for parents/caregivers related to social skills (i.e., social functioning, social communication, and interests) as they relate to the child with an autism spectrum disorder.
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Teacher Interview of Social Functioning
A set of questions (Bellini, 2006) addressing social skills (i.e., social functioning, communication, and interests) directed toward a teacher working with a student with an autism spectrum disorder.
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Child Interview of Social Functioning
A set of questions (Bellini, 2006) to be answered by the child with an autism spectrum disorder that address social, emotional, interests/routines, and stereotypical behaviors.
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Profile of Social Difficulty
A rating scale (Coucouvanis, 2005) designed to help identify gaps in skills necessary for successful social interactions among four areas: fundamental skills, social initiation skills, social response skills, and getting along with others.
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