An Analysis of Accommodations Issues from the Standards and Assessments Peer Review. Technical Report 51.
A report commissioned by the Accommodations Monitoring Study Group of the Assessing Special Education Students State Collaborative on Assessment and Student Standards. It is the second in a three-part series providing information to states about the monitoring of accommodations to address the question of how states meet the NCLB requirement to routinely monitor the extent to which test accommodations are consistent with those provided during instruction, specifically for students with IEPs. This technical report provides a comprehensive analysis of the peer review guidance information and the methodology used in the research, as well as summarizing themes found across multiple peer reviews of state assessment systems. The first report in the series is Hints and Tips for Addressing Accommodations Issues for Peer Review.
Testing Students with Disabilities: Practical Strategies for Complying with District and State Requirements
Preface About the Authors 1. Why Students with Disabilities Should Be in District and Statewide Accountability Systems 2. Deciding Whether a Student Should Take the District or State Test 3. Assessment Accommodations: Who Is Eligible? For What 4. Accommodations to Consider 5. The Ultimate Accommodation: An Alternate Assessment 6. Reporting Accountability and Assessment Results 7. Rethinking the IEP 8. Collaboration for Success in Testing Students With Disabilities 9. Gaining Support From Above: What Needs to Happen? 10. Involving Parents in Testing Decisions 11. Implementation: Where Reality Hits the Road Resources: Reproducible Forms Resources: Staff Development Resources: Technical Assistance and Dissemination Networks
Treatment of sentence production deficits in aphasia: A linguistic-specific approach to wh-interrogative training and generalization
Abstract The present research examines the effects of a linguistic-specific treatment on acquisition and generalization of wh-interrogative structures in two aphasic subjects presenting with deficit patterns consistent with agrammatism. The underlying linguistic representation of sentence structures selected for treatment and generalization was considered based on aspects of Chomsky's (1981) Government Binding (GB) theory, and a linguistic-based, wh-movement treatment strategy was implemented. Using a single-subject multiple-baseline design across behaviours and subjects, the effects of treatment were explored by examining generalization patterns across wh question forms requiring wh-movement (movement of a direct object NP to COMP). Within question form generalization also was evaluated by examining formulation of untrained sentences of varied complexity—with complexity defined in terms of the number of phrasal nodes in the d-structure representation of sentences. Results indicated that for both subjects...