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Handbook of Psychoeducational Assessment Ability, Achievement, and Behavior in Children

ISBN-10: 0120585707

ISBN-13: 9780120585700

Edition: 2001 (Handbook (Instructor's))

Authors: Jac J. W. Andrews, Henry L. Janzen, Donald H. Saklofske, Gary D. Phye

List price: $134.00
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Description:

The Handbook of Psychoeducational Assessment is a practical guide for educational and psychological professionals using norm-referenced tests in the ability, achievement, and behavioral assessment of children. Written by key individuals involved in the construction and evolution of the most widely used tests, this book provides critical information on the nature and scope of commonly used tests, their reliability and validity, administration, scoring and interpretation, and on how the tests may differ and complement each other in their utility with specific populations. Part 1 of the Handbook of Psychoeducational Assessment focuses on ability assessment and the use of full battery intelligence tests as well as brief scales and short forms. Part 2 discusses achievement and the expanded role of psychologists in consultation with educators. Part 3 covers behavior assessment with special attention given to discussion of which tests are most suitable for assessing specific behavioral problems such as ADHD, anxiety, and depression. The final section recognizes the importance of context and person sensitive assessment practices, discussing cross-cultural assessment, neuropsychological assessment, and the usefulness of dynamic assessment for program planning and intervention delivery. Key Features: * Covers the most commonly used and newest assessment instruments * Describes the nature, scope, reliability, and validity of each test * Discusses the administration, scoring, and interpretation of tests * Provides empirical findings on patterns of performance with tested populations * Includes case studies to highlight the utility of specific tests for specific populations * Illustrates new developments in instrumentation and unique features * Covers the most commonly used and newest assessment instruments * Describes the nature, scope, reliability, and validity of each test * Discusses the administration, scoring, and interpretation of tests * Provides empirical findings on patterns of performance with tested populations * Includes case studies to highlight the utility of specific tests for specific populations * Illustrates new developments in instrumentation and unique features
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Book details

List price: $134.00
Copyright year: 2001
Publisher: Elsevier Science & Technology Books
Publication date: 5/14/2002
Binding: Hardcover
Pages: 512
Size: 6.25" wide x 9.00" long x 1.00" tall
Weight: 1.980
Language: English

Contributors
Preface
Invited Foreword And Introduction
Current Directions and Trends in Psychoeducational Assessment
Emphasis on Theory-Based Assessments
Focus on Cognitive Process in Assessment
Assessing Learning Potential via Dynamic Procedures
Broadening the Domain of Abilities Measured
Behavioral Measures as an Essential Part of the Psychoeducational Assessment of Children and Youth
Focus of Interpretive Efforts on Students' Profiles of Strengths and Weaknesses
Using Test Score Profiles as an Aid to Test Interpretation
Improved Psychometric and Statistical Technology in Test Construction and Validation of Current Measures
Using Qualitative Measures to Supplement Test Scores
Assimilating Data from Various Sources
Focus on Assessments' Practical Benefits for the Client
Sensitivity to Cultural Context
Assessment within Context
References
Ability Assessment
Assessing Children's Intelligence And Memory: The Wechsler Intelligence Scale For Children-Third Edition And The Children's Memory Scale
Introduction
The WISC-III
The WISC-III PI
The CMS
The WISC-III and the CMS and Clinical Populations
Critique of the WISC-III and the CMS
Case Study
References
The Das-Naglieri Cognitive Assessment System In Theory And Practice
PASS Processes and the Four Functional Regions of the Brain
PASS and the Assessment of Cognitive Processes by CAS
CAS Description
CAS Interpretation
The CAS and Ability/Achievement Discrepancy or Consistency: A New Method
A Case Illustration: Interpreting and Communicating CAS Results and Suggesting Intervention
Intervention for Reading Disabled Children: PASS Reading Enhancement Program (PREP)
Support for PASS Theory and the CAS
Summary
Assessment With The Differential Ability Scales
Introduction and Overview
Nature of the Test
Technical Information
Clinical Significance
Common Patterns and Interpretation Hypotheses
Advantages and Disadvantages
Recommendations
Insights from Experience
Brief Cognitive Assessment Of Children: Review Of Instruments And Recommendations For Best Practice
Scope
Introduction
Contexts for Brief Cognitive Testing
Essential Characteristics of a Brief Cognitive Ability Test
Limitations of All Brief Intelligence Tests
Types and Descriptions of Brief Intelligence Tests
Parent-Informant Data for Cognitive Screening
Assessment of Minority or Immigrant Children
Summary: Recommendations for Best Practice
Assessment With The Woodcock-Johnson III
Assessment with the Woodcock-Johnson III
Description of the WJ III
Clinical Significance
Advantages and Disadvantages
Case Studies
Conclusion
Achievement Assessment
Wechsler Individual Achievement Test
Introduction
Wechsler Individual Achievement Test (WIAT)
Technical Evaluation
Administration and Scoring
Interpretation
Use with Other Populations
Using the WIAT with the Wechsler Intelligence Scales
Reviews of WIAT
WIAT II: A Stronger Link between Assessment and Intervention
A WIAT-WIAT II Case Study
The WIAT II and the PAL Test Battery for Reading and Writing
Assessment For Reading And Writing Intervention: A Three-Tier Model For Prevention And Remediation
First Tier: Screening for Early Intervention
Second Tier: Assessing Curriculum, Modifying the Regular Program, Progress Monitoring, and Prereferral Collaborative Problem Solving
Third Tier: Diagnosis and Treatment Plans
Concluding Remarks
References
Assessment For Math Talent And Disability: A Developmental Model
Introduction and Overview
Functional Math System
Giftedness and Talent
Math Disability
Achievement and Process Measures for Math Assessment
Illustrative Cases
Development Model of Assessment for Intervention for Math Talent and Math Disability
References
Behavior Assessment
Behavior Assessment System For Children (BASC): Toward Accurate Diagnosis And Effective Treatment
Introduction
A Dimensional Approach
Nature of the Assessment System
Versions
Teacher and Parent Rating Scales
Self-Report of Personality Forms
Technical Information
Interpretative Guidelines for the BASC
Patterns and Interpretations from the BASC
Advantages of the BASC
Insights from Experience
Case Studies
Conclusions
The Achenbach System Of Empirically Based Assessment
Introduction and Overview
The Empirically Based Approach
Nature of the Test
Technical Information
Clinical Significance
Common Patterns and Interpretation
Advantages and Disadvantages of the ASEBA
Recommendations and Case Example
Insights from Experience
Conclusion
Assessment Of Social Skills In Children And Adolescents
Theoretical and Empirical Foundations
Social Skills Assessment Methods
Review of Selected Social Skills Rating Scales
Common Patterns and Interpretation Hypotheses
Recommendations
Case Study
Summary and Interpretation
Recommendations for Intervention Services
Assessment With Brief Behavior Rating Scales
Introduction
Measures to Assess Externalizing Behavior
Measures to Assess Anxious and Depressive Symptoms
Summary and Conclusions
Recent Advances in Psychological and Educational Assessment
Cross-Cultural Cognitive and Neuropsychological Assessment
Cultural and Cognitive Values
Culture and Assessment
Test Translation and Adaptation
Education and Cognitive Performance
Language and Proficiency
The Use of Translators
Linguistic Consequences in Performance
Case Studies
Conclusion
Neuropsychological Assessment of Children
Introduction and Historical Overview
Principles of Neuropsychological Assessment
Methods of Neuropsychological Assessment
Clinical Interpretation of Assessment Results
Case Study
Benefits and Limitations of Neuropsychological Assessment
Reliability and Validity of Neuropsychological Assessment
Prospects for Neuropsychological Assessment
Dynamic Assessment of Learning Potential
Introduction
Theoretical Background of Dynamic Assessment: Vygotsky and Feuerstein
Educational Perspectives of Dynamic Assessment Research
Use of Dynamic Assessment in Evaluation of Cognitive Education Programs
Conclusion
Index