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