The Achievement Test Desk Reference: Comprehensive Assessment and Learning Disabilities - Couverture rigide

Flanagan, Dawn P.; Ortiz, Samuel O.; Alfonso, Vincent C.; Mascolo, Jennifer T.

Couverture rigide

ISBN 10 : 0205325475 ISBN 13 : 9780205325474

Editeur : Pearson, 2002

Synopsis

This reference links the practice of academic and learning disability (LD) assessment across a variety of practitioners, including educational evaluators, LD specialists, and speech/language pathologists, and places it in a validated theoretical framework. Focus is on the use of tests of academic ac

A propos du livre

Quatrième de couverture

An up–to–date resource with the latest achievement tests, theories, and evidence–based findings

The Second Edition of this critically acclaimed reference features the most up–to–date versions of assessment instruments to measure individual achievement and learning disabilities. The authors′ pragmatic approach offers practitioners an innovative, systematic assessment framework that applies Cattell–Horn–Carroll (CHC) cognitive theory and blends cognitive testing and Response–to–Intervention (RTI) methods into one seamless process for diagnosing learning disabilities. Replete with case studies, checklists, and worksheets, this reference assists practitioners in choosing appropriate tests, organizing comprehensive assessments, and interpreting results using a cross–battery approach.

• Part One focuses on the evaluation and identification of learning disabilities, particularly from the perspective of IDEA 2004. Current cognitive theory, research, assessment methods, and interpretive techniques are all set forth and reviewed.
• Part Two is the "Desk Reference" section. It features descriptions and reviews of the psychometric, theoretical, and qualitative features of more than 50 achievement tests published between 1995 and 2006. Separate chapters are devoted to comprehensive tests of academic achievement and brief screening tests of academic achievement, as well as separate chapters for tests of reading, math, written language, oral language, and phonological processing.
• Part Three provides a comprehensive, step–by–step explanation of evaluating suspected learning disabilities according to IDEA 2004 guidelines, using the principles and procedures described in the previous two parts.

This reference concludes with fifteen appendices providing practitioners with a host of useful information and tools, including reproducible worksheets, conversion tables, and learning disability resources. Grounded in CHC theory and a cross–battery approach to assessment, this is an essential resource for school psychologists and other practitioners who need to assess learning disabilities.

Biographie de l'auteur

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John′s University and Assistant Clinical Professor at Yale University School of Medicine, Child Study Center.

Samuel O. Ortiz, PhD, is Associate Professor of Psychology at St. John′s University.

Vincent C. Alfonso, PhD, is Associate Professor in the Graduate School of Education, Division of Psychological and Educational Services, at Fordham University.

Jennifer T. Mascolo, PsyD, is a licensed psychologist and Adjunct Assistant Professor at St. John′s University.

Détails de l'édition

• Éditeur: Pearson
• Date d'édition: 2002
• Langue: anglais
• ISBN 10: 0205325475
• ISBN 13: 9780205325474
• Reliure: Relié
• Nombre de pages: 573
• Coordonnées du fabricant: non disponible
• Personne responsable: Riccardo Bacigalupo; riccardo.bacigalupo@sanoma.it; ; Sanoma Italia Via Arconati, 1 �; Milano; 20135; Italie