| Preface |
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ix | |
| Acknowledgments |
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xi | |
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1 | (8) |
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Individuals With Disabilities Education Act (IDEA) |
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2 | (3) |
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Americans With Disabilities Act of 1990 (ADA) |
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5 | (1) |
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Attributes and Dimensions That Affect Whom You Assess |
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6 | (1) |
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Zero Exclusion and Zero Failure |
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6 | (1) |
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7 | (2) |
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9 | (14) |
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10 | (4) |
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14 | (6) |
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Is Assessment Really Necessary? |
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20 | (1) |
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Assessment and Children With Disabilities |
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21 | (1) |
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21 | (2) |
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Getting to Know the Child |
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23 | (14) |
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24 | (1) |
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24 | (3) |
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27 | (1) |
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27 | (1) |
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28 | (1) |
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Insights From Parents and Guardians |
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28 | (1) |
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Insights From Other School or Agency Personnel |
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29 | (2) |
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31 | (1) |
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Roles in the Assessment Process |
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32 | (4) |
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36 | (1) |
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Selecting an Appropriate Assessment Instrument |
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37 | (14) |
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38 | (4) |
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42 | (3) |
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Controlling and Measuring Reliability |
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45 | (1) |
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46 | (1) |
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47 | (2) |
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49 | (2) |
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Selecting and Administering Tests |
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51 | (24) |
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Step 1: Identify the Type of Decision That Needs to Be Made |
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52 | (11) |
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Step 2: Understand the Unique Attributes and Needs of the Child |
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63 | (1) |
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Step 3: Identify the Dimensions of Physical Education That Need to Be Evaluated |
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64 | (1) |
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Step 4: Select or Create an Appropriate Assessment Instrument to Match the Decision to Be Made |
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65 | (4) |
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Step 5: Learn and Administer the Instrument so That Valid and Reliable Data Are Collected |
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69 | (2) |
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Step 6: Interpret the Assessment Data Collected and Make an Appropriate Decision |
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71 | (1) |
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72 | (3) |
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Assessing Motor Development and Motor Skill Performance |
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75 | (32) |
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76 | (4) |
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80 | (7) |
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Fundamental Motor Pattern Tests |
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87 | (4) |
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91 | (3) |
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94 | (4) |
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98 | (4) |
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102 | (1) |
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103 | (4) |
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Assessing Physical Fitness |
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107 | (30) |
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Fitness Among Persons With Disabilities |
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107 | (1) |
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108 | (1) |
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Multidimensionality of Fitness: Implications for Selecting Test Items |
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108 | (2) |
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110 | (22) |
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A Sampling of Test Batteries |
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132 | (3) |
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135 | (2) |
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Assessing Posture and Gait |
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137 | (20) |
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137 | (3) |
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140 | (7) |
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147 | (1) |
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148 | (7) |
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155 | (2) |
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Assessing Behavior and Social Competence |
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157 | (32) |
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Assessing Children With Challenging Behaviors |
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157 | (10) |
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167 | (6) |
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173 | (3) |
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176 | (4) |
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180 | (6) |
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186 | (3) |
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Translating Assessment Into Action: A Team Approach |
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189 | (18) |
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Preparation and Interpretation of Assessment Information |
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190 | (7) |
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197 | (6) |
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203 | (1) |
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204 | (3) |
| Appendix A Sample Write-Up for Tests of Infant and Early Childhood Motor Development |
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207 | (6) |
| Appendix B Sample Write-Up for Tests of Fundamental Motor Patterns |
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213 | (4) |
| Appendix C Sample Write-Up for Tests of Motor Proficiency |
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217 | (4) |
| Appendix D Sample Write-Up for Tests of Sports Skills |
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221 | (6) |
| References |
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227 | (8) |
| Index |
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235 | (8) |
| About the Authors |
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243 | |
