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| Assessing to understand | |
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| The case for phenomenology | |
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| Profiles as tools for understanding students | |
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| Answering the question why? (and why that matters) | |
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| Identifying assets (and why they matter) | |
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| Neurodevelopmental variation as normal variation | |
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| Why the focus on assessment | |
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| The approach of this book | |
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| My perspective and background | |
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| Assessment is both complex and simple | |
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| The need for a framework | |
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| The prepared mind | |
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| The pitfalls of being atheoretical | |
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| Conceptual correctness | |
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| Theoretical frameworks for understanding learning | |
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| A neurodevelopmental framework | |
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| Other factors that may impede learning | |
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| Selecting a framework : a choice for the professional | |
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| The art of task-analysis | |
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| Two types of reasoning | |
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| Analysis of academic skills | |
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| Analysis of assessment tasks | |
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| Constructing learning plans | |
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| Task-analysis as an assessment tool | |
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| Making linkages | |
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| Functions versus skills | |
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| Linkages | |
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| Why linkages matter | |
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| Major linkages between skill deficits and neurodevelopmental functions | |
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| Assessing from multiple angles | |
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| Assessment and testing | |
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| Multi-method assessment | |
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| Qualitative and quantitative findings | |
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| Dynamic and standardized techniques | |
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| Limit testing | |
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| What history can reveal | |
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| Assets and affinities | |
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| The case for teamwork | |
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| Assessment as a process | |
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| Comparing and contrasting angles | |
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| A better use of the discrepancy concept | |
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| Clinical contrasts | |
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| Academic task to academic task | |
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| Neurodevelopmental task to neurodevelopmental task | |
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| Neurodevelopmental task to academic task | |
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| Clinical branching logic | |
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| Contrasts in history reports | |
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| A tool for better understanding | |
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| Searching for recurring themes | |
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| Making the case | |
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| Examples of recurring themes | |
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| Potential hazards in the search for recurring themes | |
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| Tactics for organizing findings | |
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| Change in course | |
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| Assessing attention | |
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| The construct of attention | |
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| Some important distinctions | |
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| General assessment considerations | |
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| Tasks designed to assess aspects of attention | |
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| Task-analysis for attention | |
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| Attention signs and symptoms | |
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| Secondary attention deficits | |
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| Assessing memory | |
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| The construct of memory | |
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| Some important distinctions | |
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| General assessment considerations | |
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| Tasks designed to assess types of memory | |
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| Task-analysis for memory | |
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| Memory signs and symptoms | |
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| Assessing language | |
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| The construct of language | |
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| Some important distinctions | |
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| General assessment considerations | |
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| Tasks designed to assess components of language | |
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| Task-analysis for language | |
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| Language signs and symptoms | |
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| Other neurodevelopmental factors to consider | |
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| Spatial ordering | |
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| Temporal-sequential ordering | |
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| Neuromotor function | |
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| Conceptualization | |
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| Reasoning and Logic | |
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| Creativity | |
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| Social cognition | |
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| Cross-construct phenomena | |
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| Degree of context | |
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| Other factors that can affect learning | |
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| Organization | |
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| Turning the corner | |
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| Telling the story | |
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| Importance of demystification | |
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| Guidelines for written reports | |
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| Communicating outside the box | |
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| Understanding to assess | |
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| Having new eyes | |
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| Making the case | |
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| The virtues of splitting | |
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| Framing the work | |
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| Preparing the mind | |
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| Passionate curiosity | |
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| Talking the talk and walking the walk | |
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| Supporting research for a neurodevelopmental framework | |
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| Assessment task-analysis guide | |
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| Index of potential findings | |
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| Tests and batteries for neurodevelopmental assessment | |
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| Learning plan resources | |