Despite variable interpretations of the meaning and nature of specific effective practice methods and research-supported strategies, such approaches are generally considered essential for children and youth with autism spectrum disorders (ASDs). Indeed, there is general consensus that only by qualified professionals using effective methods in an…

A collaborative approach to program design, marketing, instruction, and evaluation can yield high quality interdisciplinary certificate programs. Evaluation issues include (1) quality of core knowledge; (2) input from beneficiaries; (3) appropriate methodology; (4) appropriate instructors; (5) measurement of learning gains; and (6) curriculum…

The guidelines for vocational assessment of handicapped students are intended to help Texas educators fulfill requirements that a vocational assessment be completed before a handicapped student is placed in a vocational education program. Three levels of assessment data are distinguished: Level I data which are collected by special education…

The monograph considers four issues in behavioral assessment of learning disabled (LD) students: primary assumptions of the behavioral approach, identification of LD students, program planning for identified students, and program evaluation. Among factors examined in the first section are the components of experimental analysis of behavior,…

Judgment based assessment (JBA) in early childhood special education is discussed in its theoretical context and noted are three trends: (1) the widening of JBA to include emotional characteristics and developmental processes; (2) inclusion of such informants as peers and persons with disabilities; and (3) development of new methods for eliciting…

Judgment based assessment (JBA) allows the collection and quantification of the perceptions and impressions of individuals appraising a child's status and environment. This article addresses the purposes, features, and appropriate uses of JBA of young children with disabilities. Current research relevant to JBA is discussed. (Author/DB)

Presents, in dialogue form, the differing viewpoints of two Maine middle-school teachers who developed individual methods and rationales for implementing portfolios in their subject disciplines. Whereas the English teacher has adopted a fairly inclusive, personalized format to evaluate students, the science teacher used portfolios to help students…

Presents a cooperative education model that correlates the student's occupational objective with his/her training station. Components of the model discussed are (1) the task analysis, (2) the job description, (3) training plans, and (4) student evaluation. (LRA)

The paper addresses the principles underlying special education services in New South Wales, Australia. Ten principles are elucidated: (1) the recognition that all children benefit from an educational program; (2) a belief in the benefits of intervention as early as possible; (3) similar goals for special education yet different means from those…

The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)

The application of curriculum-based assessment (CBA) procedures across five decision-making areas in special education is presented, including screening and referring, determining eligibility and classifying, planning programs, monitoring progress and modifying programs, and evaluating programs. CBA procedures are proposed as a feasible,…

Participatory approaches to assessment evolve from reflection on current practice and raise broad questions about literacy teaching and learning that have implications for program development. A collaborative action research project involving literacy program staff and university faculty uncovers the conflicting ideologies surrounding literacy…

This article examines issues of student and program evaluation in determining the appropriateness of acceleration of gifted students. Intellective and nonintellective factors in identifying students for acceleration are discussed as are factors in monitoring student success. Specific program evaluation questions and design issues are also…

This interview with Howard Spicker discusses his early leadership in the Head Start programs of the mid-1960s, his establishment of the Indiana University College for Gifted and Talented Youth, and his development of alternative procedures, instrumentation, and programs for gifted students from special populations. His work on Project SPRING is…

This paper provides a definition of assessment that is tailored to the unique considerations of the concept and practice of the transition of students with disabilities from school to adult life. Assessment in transition is considered to be the on-going process of obtaining and properly using both person and environment-based assessment…