Assessment for the Purpose of Instructional （评估为目的的教学）.pdf

2 Assessment for the Purpose of Instructional Planning for Students with Autism Spectrum Disorders Jennifer Stella Durocher University of Miami CHAPTER OBJECTIVES After reading this chapter, learners should be able to 1.Describe components of a core battery for the assessment of students with ASD. 2. List two standardized tests that can be used to assess each domain included in the core battery and discuss their pros and cons. 3. Explain the difference between formal and informal assessment measures and the utility of each approach in instructional planning for students with ASD. 4. Describe common characteristics of individuals with ASD and how they may affect (a) the child’s ability to engage in the evaluation process and (b) the selection of evaluation procedures. 5. Discuss the pros and cons of “breaking standardization” during assessment. 6. Describe the type of information that can be obtained through observations of the child during test administration. 7. Summarize the National Research Council’s recommendations for educating children with ASD, including the “characteristics of effective interventions” and the “six kinds of interventions that should have priority.” 8. List several assessment instruments and curricula that can be used to assist in identifying developmentally appropriate goals and objectives for students with ASD. 34 Chapter 2 • Assessment for the Purpose of Instructional Planning for Students with Autism Spectrum Disorders 35