Handbook of Psychoeducational Assessment

A Practical Handbook A Volume in the EDUCATIONAL PSYCHOLOGY Series
1. Auflage 2001
ISBN: 978-0-08-053380-3
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume ., 512 Seiten

Reihe: Educational Psychology

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

Autoren/Hrsg.

Inhaltsverzeichnis

1;Front Cover;1
2;Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children;4
3;Copyright Page;5
4;Contents;8
5;Contributors;20
6;Preface;22
7;Invited Forword and Introduction;30
7.1;Current Directions and Trends in Psychoeducational Assessment;31
8;Part I: Ability Assessment;40
8.1;Chapter 1. Assessing Children's Intelligence and Memory: The Wechsler Intelligence Scale for Children—Third Edition and the Children's Memory Scale;42
8.1.1;Introduction;42
8.1.2;The WlSC-III;43
8.1.3;The WlSC-III PI;49
8.1.4;The CMS;50
8.1.5;The WISC-III and the CMS and Clinical Populations;55
8.1.6;Critique of the WISC-III and the CMS;56
8.1.7;Case Study;57
8.1.8;References;60
8.2;Chapter 2. The Das–Naglieri Cognitive Assessment System in Theory and Practice;62
8.2.1;PASS Processes and the Four Functional Regions of the Brain;63
8.2.2;PASS and the Assessment of Cognitive Processes by CAS;64
8.2.3;CAS Description;65
8.2.4;CAS Interpretation;72
8.2.5;The CAS and Ability/Achievement Discrepancy or Consistency: A New Method;77
8.2.6;A Case Illustration: Interpreting and Communicating CAS Results and Suggesting Intervention;78
8.2.7;Intervention for Reading Disabled Children: PASS Reading Enhancement Program (PREP);82
8.2.8;Support for PASS Theory and the CAS;85
8.2.9;Summary;89
8.2.10;References;90
8.3;Chapter 3. Assessment with the Differential Ability Scales;94
8.3.1;Introduction and Overview;94
8.3.2;Nature of the Test;96
8.3.3;Technical Information;100
8.3.4;Clinical Significance;105
8.3.5;Common Patterns and Interpretation Hypotheses;107
8.3.6;Advantages and Disadvantages;118
8.3.7;Recommendations;123
8.3.8;Insights from Experience;127
8.3.9;References;128
8.4;Chapter 4. Brief Cognitive Assessment of Children: Review of Instruments and Recommendations for Best Practice;132
8.4.1;Scope;132
8.4.2;Introduction;133
8.4.3;Contexts for Brief Cognitive Testing;134
8.4.4;Essential Characteristics of a Brief Cognitive Ability Test;136
8.4.5;Limitations of All Brief Intelligence Tests;139
8.4.6;Types and Descriptions of Brief Intelligence Tests;140
8.4.7;Parent-Informant Data for Cognitive Screening;153
8.4.8;Assessment of Minority or Immigrant Children;155
8.4.9;Summary: Recommendations for Best Practice;156
8.4.10;References;157
8.5;Chapter 5. Assessment with the Woodcock–Johnson III;162
8.5.1;Assessment with the Woodcock–Johnson III;162
8.5.2;Description of the WJ III;166
8.5.3;Clinical Significance;179
8.5.4;Advantages and Disadvantages;184
8.5.5;Case Studies;188
8.5.6;Conclusion;192
8.5.7;References;192
9;Part II: Achievement Assessment;196
9.1;Chapter 6. Wechsler Individual Achievement Test;198
9.1.1;Introduction;198
9.1.2;Wechsler Individual Achievement Test (WIAT);199
9.1.3;Technical Evaluation;201
9.1.4;Administration and Scoring;204
9.1.5;Interpretation;205
9.1.6;Use with Other Populations;206
9.1.7;Using the WIAT with the Wechsler Intelligence Scales;206
9.1.8;Reviews of WlAT;208
9.1.9;WIAT II: A Stronger Link between Assessment and Intervention;210
9.1.10;A WIAT–WIAT II Case Study;217
9.1.11;The WIAT II and the PAL Test Battery for Reading and Writing;218
9.1.12;References;220
9.2;Chapter 7. Assessment for Reading and Writing Intervention: A Three-Tier Model for Prevention and Remediation;224
9.2.1;First Tier: Screening for Early Intervention;227
9.2.2;Second Tier: Assessing Curriculum, Modifying the Regular Program, Progress Monitoring, and Prereferral Collaborative Problem Solving;232
9.2.3;Third Tier: Diagnosis and Treatment Plans;240
9.2.4;Concluding Remarks;247
9.2.5;References;248
9.3;Chapter 8. Assessment for Math Talent and Disability: A Developmental Model;254
9.3.1;Introduction and Overview;254
9.3.2;Functional Math System;255
9.3.3;Giftedness and Talent;262
9.3.4;Math Disability;266
9.3.5;Achievement and Process Measures for Math Assessment;272
9.3.6;Illustrative Cases;276
9.3.7;Development Model of Assessment for Intervention for Math Talent and Math Disability;277
9.3.8;References;279
10;Part III: Behavior Assessment;284
10.1;Chapter 9. Behavior Assessment System for Children (Basc): Toward Accurate Diagnosis and Effective Treatment;286
10.1.1;Introduction;286
10.1.2;A Dimensional Approach;287
10.1.3;Nature of the Assessment System;287
10.1.4;Versions;288
10.1.5;Teacher and Parent Rating Scales;288
10.1.6;Self-Report of Personality Forms;291
10.1.7;Technical Information;297
10.1.8;Interpretative Guidelines for the BASC;299
10.1.9;Patterns and Interpretations from the BASC;303
10.1.10;Advantages of the BASC;306
10.1.11;Insights from Experience;309
10.1.12;Case Studies;310
10.1.13;Conclusions;314
10.1.14;References;315
10.2;Chapter 10. The Achenbach System of Empirically Based Assessment;318
10.2.1;Introduction and Overview;318
10.2.2;The Empirically Based Approach;319
10.2.3;Nature of the Test;320
10.2.4;Technical Information;328
10.2.5;Clinical Significance;332
10.2.6;Common Patterns and Interpretation;335
10.2.7;Advantages and Disadvantages of the ASEBA;339
10.2.8;Recommendations and Case Example;341
10.2.9;Insights from Experience;347
10.2.10;Conclusion;350
10.2.11;References;351
10.3;Chapter 11. Assessment of Social Skills in Children and Adolescents;354
10.3.1;Theoretical and Empirical Foundations;355
10.3.2;Social Skills Assessment Methods;361
10.3.3;Review of Selected Social Skills Rating Scales;368
10.3.4;Common Patterns and Interpretation Hypotheses;374
10.3.5;Recommendations;375
10.3.6;Case Study;376
10.3.7;Summary and Interpretation;379
10.3.8;Recommendations for Intervention Services;380
10.3.9;References;381
10.4;Chapter 12. Assessment with Brief Behavior Rating Scales;386
10.4.1;Introduction;386
10.4.2;Measures to Assess Externalizing Behavior;387
10.4.3;Measures to Assess Anxious and Depressive Symptoms;399
10.4.4;Summary and Conclusions;412
10.4.5;References;413
11;Part IV: Recent Advances in Psychological and Educational Assessment;418
11.1;Chapter 13. Cross–Cultural Cognitive and Neuropsychological Assessment;420
11.1.1;Cultural and Cognitive Values;421
11.1.2;Culture and Assessment;422
11.1.3;Test Translation and Adaptation;424
11.1.4;Education and Cognitive Performance;426
11.1.5;Language and Proficiency;428
11.1.6;The Use of Translators;428
11.1.7;Linguistic Consequences in Performance;429
11.1.8;Case Studies;431
11.1.9;Conclusion;439
11.1.10;References;440
11.2;Chapter 14. Neuropsychological Assessment of Children;444
11.2.1;Introduction and Historical Overview;444
11.2.2;Principles of Neuropsychological Assessment;445
11.2.3;Methods of Neuropsychological Assessment;447
11.2.4;Clinical Interpretation of Assessment Results;459
11.2.5;Case Study;461
11.2.6;Benefits and Limitations of Neuropsychological Assessment;469
11.2.7;Reliability and Validity of Neuropsychological Assessment;470
11.2.8;Prospects for Neuropsychological Assessment;472
11.2.9;References;473
11.3;Chapter 15. Dynamic Assessment of Learning Potential;480
11.3.1;Introduction;480
11.3.2;Theoretical Background of Dynamic Assessment: Vygotsky and Feuerstein;484
11.3.3;Educational Perspectives of Dynamic Assessment Research;489
11.3.4;Use of Dynamic Assessment in Evaluation of Cognitive Education Programs;508
11.3.5;Conclusion;516
11.3.6;References;521
12;Index;526