简介
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 thetests 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 andperson 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 mostcommonly 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 * Includescase studies to highlight the utility of specific tests for specific populations * Illustrates new developments ininstrumentation 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 * Includescase studies to highlight the utility of specific tests for specific populations * Illustrates new developments ininstrumentation and unique features.
Practical guide for educational and psychological professionals using norm-referenced tests (tests that are designed to compare students to each other) 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, on their reliability, on validity, administration, and scoring, on interpretation of the tests, and on how the tests may differ from each other in utility with specific populations.
目录
Table Of Contents:
Contributors xix
Preface xxi
Invited Foreword and Introduction
Moshe Zeidner
Current Directions and Trends in Psychoeducational Assessment 2(11)
Emphasis on Theory-Based Assessments 2(1)
Focus on Cognitive Process in Assessment 3(1)
Assessing Learning Potential via Dynamic Procedures 3(1)
Broadening the Domain of Abilities Measured 4(1)
Behavioral Measures as an Essential Part of the Psychoeducational Assessment of Children and Youth 5(1)
Focus of Interpretive Efforts on Students' Profiles of Strengths and Weaknesses 5(1)
Using Test Score Profiles as an Aid to Test Interpretation 5(1)
Improved Psychometric and Statistical Technology in Test Construction and Validation of Current Measures 6(1)
Using Qualitative Measures to Supplement Test Scores 6(1)
Assimilating Data from Various Sources 7(1)
Focus on Assessments Practical Benefits for the Client 7(1)
Sensitivity to Cultural Context 8(1)
Assessment within Context 9(1)
References 9(4)
I Ability Assessment
Assessing Children's Intelligence And Memory: The Wechsler Intelligence Scale For Children--Third Edition And The Children's Memory Scale
Denise K. Hildebrand
Mark F. Ledbetter
Introduction 13(1)
The WISC-III 14(6)
Historical Development of the WISC-III 14(1)
Psychometric Properties of the WISC-III 15(1)
WISC-III Subtests and Subscales 15(2)
WISC-III Scores and Interpretive Paradigms 17(3)
The WISC-III PI 20(1)
The CMS 21(5)
The Relationship between Intellectual Functioning and Memory 21(1)
Historical Development of the CMS 22(1)
Psychometric Properties of the CMS 23(1)
CMS Subtests and Subscales 24(2)
The WISC-III and the CMS and Clinical Populations 26(1)
Critique of the WISC-III and the CMS 27(1)
Case Study 28(3)
References 31(3)
The DAS--Naglieri Cognitive Assessment System In Theory And Practice
J. P. Das
Jack A. Naglieri
PASS Processes and the Four Functional Regions of the Brain 34(1)
PASS and the Assessment of Cognitive Processes by CAS 35(1)
CAS Description 36(7)
Full Scale 37(1)
PASS Scales 37(1)
Subtests 38(1)
Standardization 38(1)
Administration 38(4)
Scoring the CAS 42(1)
CAS Interpretation 43(5)
Steps for Interpreting CAS Results 43(5)
Ability/Achievement Discrepancy 48(1)
The CAS and Ability/Achievement Discrepancy or Consistency: A New Method 48(1)
A Case Illustration: Interpreting and Communicating CAS Results and Suggesting Intervention 49(4)
The Case of Leslie 50(1)
Test Results and Interpretation 50(2)
Design of an Intervention for Leslie 52(1)
Response to Intervention 53(1)
Intervention for Reading Disabled Children: PASS Reading Enhancement Program (PREP) 53(3)
What Is PREP? What Does It Do? 54(1)
What Are the Structure and Content of PREP? 54(1)
Efficacy of PREP 55(1)
Support for PASS Theory and the CAS 56(4)
Sensitivity to Children's Cognitive Variation 56(2)
Relationship to Achievement 58(1)
Relevance of PASS to Intervention 59(1)
Test Fairness---Reducing Mean Score Differences 60(1)
Summary 60(5)
References 61(4)
Assessment With The Differential Ability Scales
Bruce Gordon
Colin D. Elliott
Introduction and Overview 65(2)
Theoretical Perspectives 65(2)
Nature of the Test 67(4)
Technical Information 71(5)
Standardization Sample 71(1)
Reliability 72(1)
Validity 72(1)
Bias 73(1)
Administration 73(1)
Scoring 74(2)
Clinical Significance 76(2)
Psychometric Considerations 76(1)
Special Populations 77(1)
Common Patterns and Interpretation Hypotheses 78(11)
Profile Analyses 78(4)
Profiles of Samples of Dyslexic and Learning Disabled Children 82(7)
Advantages and Disadvantages 89(5)
Use with Children with Developmental Disabilities 89(2)
Use with School-Age Children 91(1)
Limited Sampling of Verbal Skills 92(1)
Difficulties in Mastering Administration and Scoring 93(1)
Comprehensiveness of the Achievement Battery 94(1)
Recommendations 94(4)
The Case of Jean-Guy: Background Information 94(1)
Tests Used 95(1)
Assessment Results and Interpretation 95(2)
Recommendations from the Assessment 97(1)
Insights from Experience 98(5)
References 99(4)
Brief Cognitive Assessment Of Children: Review Of Instruments And Recommendations For Best Practice
Rex B. Kline
Scope 103(1)
Introduction 104(1)
Contexts for Brief Cognitive Testing 105(2)
Essential Characteristics of a Brief Cognitive Ability Test 107(3)
Limitations of All Brief Intelligence Tests 110(1)
Types and Descriptions of Brief Intelligence Tests 111(13)
Tests Specifically Constructed as Brief Intelligence Measures 112(6)
Short Forms of Full-Battery IQ Tests 118(3)
Single-Domain Tests as Brief Intelligence Measures 121(3)
Parent-Informant Data for Cognitive Screening 124(2)
Assessment of Minority or Immigrant Children 126(1)
Summary: Recommendations for Best Practice 127(6)
References 128(5)
Assessment With The Woodcock--Johnson III
Nancy Mather
Noel Gregg
Assessment with the Woodcock--Johnson III 133(4)
Historical Foundation 133(1)
Theoretical Model 134(3)
Description of the WJ III 137(13)
Norms 139(1)
Brief Overview of the Psychometric Properties of the Test 140(2)
Administration 142(1)
Test Session Observation Checklist 143(1)
Scoring 143(1)
Derived Scores 143(7)
Clinical Significance 150(5)
Discrepancy Procedures 150(1)
Special Clinical Clusters 151(4)
Advantages and Disadvantages 155(4)
Discrepancy Procedures 155(1)
Interpretation of the Predicted Achievement Clusters 156(1)
Interpretation of Gf-Gc Abilities 157(1)
Wide Range of Measurement 157(1)
Complexity of the Instrument 157(1)
Clinical Clusters 158(1)
Interpretation of Cluster Scores 158(1)
Case Studies 159(4)
Jovita 159(2)
Tom (Postsecondary/College) 161(2)
Conclusion 163(6)
References 163(6)
II Achievement Assessment
Wechsler Individual Achievement Test
Donna Rury Smith
Introduction 169(1)
Wechsler Individual Achievement Test (WIAT) 170(2)
Unique Features 170(1)
Subtest Content 171(1)
Reading Composite Subtests 171(1)
Mathematics Composite Subtests 171(1)
Language Composite Subtests 172(1)
Writing Composite Subtests 172(1)
Technical Evaluation 172(3)
Standardization Sample 172(1)
Reliability 173(1)
Validity 173(2)
Administration and Scoring 175(1)
Types of WIAT Scores 175(1)
Standard Scores 175(1)
Score Limitations 176(1)
Interpretation 176(1)
Qualitative Analysis 176(1)
Use with Other Populations 177(1)
Using the WIAT with the Wechsler Intelligence Scales 177(2)
Reviews of WIAT 179(2)
WIAT II: A Stronger Link between Assessment and Intervention 181(7)
An Expanded Age Range 181(1)
Testing All Levels of Language Skills in Reading 182(2)
Evaluating All Levels of Written Language 184(1)
A New Oral Expression Subtest 184(1)
Math Subtest Changes 185(2)
Canadian Standardization 187(1)
A WIAT--WIAT II Case Study 188(1)
The WIAT II and the PAL Test Battery for Reading and Writing 189(9)
References 191(7)
Assessment For Reading And Writing Intervention: A Three-Tier Model For Prevention And Remediation
Virginia W. Berninger
Scott A. Stage
Donna Rury Smith
Denise Hildebrand
First Tier: Screening for Early Intervention 198(5)
Research-Validation of Screening Measures 198(1)
Research-Validated Early Intervention 199(4)
Second Tier: Assessing Curriculum, Modifying the Regular Program, Progress Monitoring, and Prereferral Collaborative Problem Solving 203(8)
Third Tier: Diagnosis and Treatment Plants 211(7)
Case Study 215(3)
Concluding Remarks 218(1)
References 219(6)
Assessment For Math Talent And Disability: A Developmental Model
Julie Busse
Virginia W. Berninger
Donna Rury Smith
Denise Hildebrand
Introduction and Overview 225(1)
Functional Math System 226(7)
Giftedness and Talent 233(4)
Early Identification 233(2)
Modifying Curriculum and Monitoring Progress 235(2)
Math Disability 237(6)
Nature of Math Disability 237(1)
Screening for Early Intervention 238(1)
Definition and Diagnostic Assessment 238(1)
Interventions for Math Disability 239(4)
Progress Monitoring 243(1)
Achievement and Process Measures for Math Assessment 243(4)
The KM-R 243(1)
The SB-IV 244(1)
The Wechsler Individual Achievement Test (WIAT) 245(1)
Woodcock--Johnson Psycho-Educational Battery--Revised (WJ-R) 245(1)
The Wide Range Achievement Test--Third Edition (WRAT-3) 246(1)
PAL Test Battery for Math 246(1)
Illustrative Cases 247(1)
Fourth-Grade Girl 247(1)
Sixth-Grade Boy 247(1)
Development Model of Assessment for Intervention for Math Talent and Math Disability 248(2)
References 250(7)
III Behavior Assessment
Behavior Assessment System For Children (BASC): Toward Accurate Diagnosis And Effective Treatment
Gail S. Matazow
R. W. Kamphaus
Introduction 257(1)
A Dimensional Approach 258(1)
Nature of the Assessment System 258(1)
Versions 259(1)
Teacher and Parent Rating Scales 259(3)
Teacher Rating Scale (TRS) 259(2)
Parent Rating Scale (PRS) 261(1)
Self-Report of Personality Forms 262(6)
Self-Report of Personality (SRP) 262(1)
Structured Developmental History (SDH) 263(1)
Student Observation System (SOS) 264(1)
BASC ADHD Monitor 265(3)
Technical Information 268(2)
Development and Standardization of the BASC 268(1)
Reliability of the BASC 269(1)
Validity of the BASC 270(1)
Interpretative Guidelines for the BASC 270(4)
Specify Treatment Objectives and Target Behaviors 270(1)
Record Treatment Data 271(1)
Collection of Data Points 271(1)
Clinical Significance of the BASC 272(1)
Other Methodological Issues 273(1)
Communication between Providers 273(1)
Patterns and Interpretations from the BASC 274(3)
The BASC and Interview Formats 275(1)
Intervention Planning 276(1)
Advantages of the BASC 277(3)
Relevance to Target Group 278(1)
Compatibility with Clinical Theories and Practice 278(1)
Simple and Teachable Methods 278(1)
Use of Multiple Respondents 279(1)
Ease of Understanding by Nonprofessionals 279(1)
Usefulness in Provision of Clinical Services 279(1)
Diagnostic Considerations 279(1)
Gender Differences 279(1)
Insights from Experience 280(1)
Case Studies 281(4)
Jessica 281(2)
Jerry 283(2)
Conclusions 285(4)
References 286(3)
The Achenbach System Of Empirically Based Assessment
Stephanie H. McConaughy
Introduction and Overview 289(1)
The Empirically Based Approach 290(1)
Top-Down versus Bottom-Up Assessment 290(1)
Nature of the Test 291(8)
Parent and Parent Surrogate Forms 292(3)
Self-Report Forms 295(1)
Teacher or Caregiver Forms 296(1)
Direct Observation Form (DOF) 297(1)
Semistructured Clinical Interview for Children and Adolescents (SCICA) 298(1)
Technical Information 299(4)
ASEBA Assessment Data Manager (ADM) 299(1)
Reliability of ASEBA 300(2)
Validity of the ASEBA 302(1)
Clinical Significance 303(3)
Gender Differences 304(1)
Long-Term versus Short-Term Problems 304(1)
Types of Interventions 305(1)
Compatibility with Other Assessment Procedures 306(1)
Common Patterns and Interpretation 306(4)
Syndrome Scales 306(2)
Total Problems, Internalizing, and Externalizing 308(1)
Profile Types and Clinical T Scores 308(2)
Other ASEBA Profiles 310(1)
Advantages and Disadvantages of the ASEBA 310(2)
Advantages of ASEBA Forms and Profiles 310(1)
Advantages of ASEBA ADM Software 310(1)
Disadvantages of the ASEBA 311(1)
Recommendations and Case Example 312(6)
Parent Report 313(1)
Teacher Reports 313(1)
Sirena's Self-Ratings 313(1)
Cross-Informat Comparisons 314(2)
Clinical Interview with Sirena 316(2)
Conclusions and Recommendations for Sirena 318(1)
Insights from Experience 318(3)
Special Education Evaluations of ED 318(1)
Assessment of ADHD 319(1)
Screening for Problems and Communication among Professionals 320(1)
Evaluation of Progress and Outcomes 320(1)
Conclusion 321(5)
References 322(4)
Assessment Of Social Skills In Children And Adolescents
Frank M. Gresham
Theoretical and Empirical Foundations 326(6)
Definitional Issues 326(1)
Social Competence and Social--Behavioral Expectations in School 327(2)
Taxonomy of Social Skills 329(2)
Classification of Social Skills Deficits 331(1)
Social Skills Assessment Methods 332(7)
Functional Assessment Interviews 333(1)
Naturalistic Observations of Social Behavior 334(5)
Behavior Rating Scales 339(1)
Review of Selected Social Skills Rating Scales 339(6)
Walker--McConnell Scales of Social Competence and School Adjustment (SSCSA) 340(1)
School Social Behavior Scales (SSBS) 340(2)
Preschool and Kindergarten Behavior Scales (PKBS) 342(1)
Social Skills Rating System (SSRS) 343(2)
Common Patterns and Interpretation Hypotheses 345(1)
Recommendations 346(1)
Case Study 347(3)
Reason for Referral 347(1)
Assessment Procedures 347(1)
Assessment Results 347(3)
Summary and Interpretation 350(1)
Recommendations for Intervention Services 351(6)
References 352(5)
Assessment With Brief Behavior Rating Scales
Robert J. Volpe
George J. DuPaul
Introduction 357(1)
Measures to Assess Externalizing Behavior 358(12)
ADHD Rating Scale--IV 361(2)
ADHD Symptom Checklist--IV 363(2)
The Conners' Rating Scales--Revised (Short Form) 365(3)
Comparison of Measures for Child Externalizing Behavior 368(1)
Case Study: Child Exhibiting Externalizing Behavior Difficulties 369(1)
Measures to Assess Anxious and Depressive Symptoms 370(13)
The Revised Children's Manifest Anxiety Scale 372(2)
The Children's Depression Inventory 374(2)
The Reynolds Child and Adolescent Depression Scales 376(3)
Comparison of Measures for Depressive Symptoms 379(1)
Case Study Child Exhibiting Internalizing Behavior Difficulties 380(1)
Evaluating Children from Diverse Backgrounds 381(1)
Integrating Data from Multiple Informants 381(1)
Evaluating Treatment Outcome 382(1)
Summary and Conclusions 383(1)
References 384
Contributors xix
Preface xxi
Invited Foreword and Introduction
Moshe Zeidner
Current Directions and Trends in Psychoeducational Assessment 2(11)
Emphasis on Theory-Based Assessments 2(1)
Focus on Cognitive Process in Assessment 3(1)
Assessing Learning Potential via Dynamic Procedures 3(1)
Broadening the Domain of Abilities Measured 4(1)
Behavioral Measures as an Essential Part of the Psychoeducational Assessment of Children and Youth 5(1)
Focus of Interpretive Efforts on Students' Profiles of Strengths and Weaknesses 5(1)
Using Test Score Profiles as an Aid to Test Interpretation 5(1)
Improved Psychometric and Statistical Technology in Test Construction and Validation of Current Measures 6(1)
Using Qualitative Measures to Supplement Test Scores 6(1)
Assimilating Data from Various Sources 7(1)
Focus on Assessments Practical Benefits for the Client 7(1)
Sensitivity to Cultural Context 8(1)
Assessment within Context 9(1)
References 9(4)
I Ability Assessment
Assessing Children's Intelligence And Memory: The Wechsler Intelligence Scale For Children--Third Edition And The Children's Memory Scale
Denise K. Hildebrand
Mark F. Ledbetter
Introduction 13(1)
The WISC-III 14(6)
Historical Development of the WISC-III 14(1)
Psychometric Properties of the WISC-III 15(1)
WISC-III Subtests and Subscales 15(2)
WISC-III Scores and Interpretive Paradigms 17(3)
The WISC-III PI 20(1)
The CMS 21(5)
The Relationship between Intellectual Functioning and Memory 21(1)
Historical Development of the CMS 22(1)
Psychometric Properties of the CMS 23(1)
CMS Subtests and Subscales 24(2)
The WISC-III and the CMS and Clinical Populations 26(1)
Critique of the WISC-III and the CMS 27(1)
Case Study 28(3)
References 31(3)
The DAS--Naglieri Cognitive Assessment System In Theory And Practice
J. P. Das
Jack A. Naglieri
PASS Processes and the Four Functional Regions of the Brain 34(1)
PASS and the Assessment of Cognitive Processes by CAS 35(1)
CAS Description 36(7)
Full Scale 37(1)
PASS Scales 37(1)
Subtests 38(1)
Standardization 38(1)
Administration 38(4)
Scoring the CAS 42(1)
CAS Interpretation 43(5)
Steps for Interpreting CAS Results 43(5)
Ability/Achievement Discrepancy 48(1)
The CAS and Ability/Achievement Discrepancy or Consistency: A New Method 48(1)
A Case Illustration: Interpreting and Communicating CAS Results and Suggesting Intervention 49(4)
The Case of Leslie 50(1)
Test Results and Interpretation 50(2)
Design of an Intervention for Leslie 52(1)
Response to Intervention 53(1)
Intervention for Reading Disabled Children: PASS Reading Enhancement Program (PREP) 53(3)
What Is PREP? What Does It Do? 54(1)
What Are the Structure and Content of PREP? 54(1)
Efficacy of PREP 55(1)
Support for PASS Theory and the CAS 56(4)
Sensitivity to Children's Cognitive Variation 56(2)
Relationship to Achievement 58(1)
Relevance of PASS to Intervention 59(1)
Test Fairness---Reducing Mean Score Differences 60(1)
Summary 60(5)
References 61(4)
Assessment With The Differential Ability Scales
Bruce Gordon
Colin D. Elliott
Introduction and Overview 65(2)
Theoretical Perspectives 65(2)
Nature of the Test 67(4)
Technical Information 71(5)
Standardization Sample 71(1)
Reliability 72(1)
Validity 72(1)
Bias 73(1)
Administration 73(1)
Scoring 74(2)
Clinical Significance 76(2)
Psychometric Considerations 76(1)
Special Populations 77(1)
Common Patterns and Interpretation Hypotheses 78(11)
Profile Analyses 78(4)
Profiles of Samples of Dyslexic and Learning Disabled Children 82(7)
Advantages and Disadvantages 89(5)
Use with Children with Developmental Disabilities 89(2)
Use with School-Age Children 91(1)
Limited Sampling of Verbal Skills 92(1)
Difficulties in Mastering Administration and Scoring 93(1)
Comprehensiveness of the Achievement Battery 94(1)
Recommendations 94(4)
The Case of Jean-Guy: Background Information 94(1)
Tests Used 95(1)
Assessment Results and Interpretation 95(2)
Recommendations from the Assessment 97(1)
Insights from Experience 98(5)
References 99(4)
Brief Cognitive Assessment Of Children: Review Of Instruments And Recommendations For Best Practice
Rex B. Kline
Scope 103(1)
Introduction 104(1)
Contexts for Brief Cognitive Testing 105(2)
Essential Characteristics of a Brief Cognitive Ability Test 107(3)
Limitations of All Brief Intelligence Tests 110(1)
Types and Descriptions of Brief Intelligence Tests 111(13)
Tests Specifically Constructed as Brief Intelligence Measures 112(6)
Short Forms of Full-Battery IQ Tests 118(3)
Single-Domain Tests as Brief Intelligence Measures 121(3)
Parent-Informant Data for Cognitive Screening 124(2)
Assessment of Minority or Immigrant Children 126(1)
Summary: Recommendations for Best Practice 127(6)
References 128(5)
Assessment With The Woodcock--Johnson III
Nancy Mather
Noel Gregg
Assessment with the Woodcock--Johnson III 133(4)
Historical Foundation 133(1)
Theoretical Model 134(3)
Description of the WJ III 137(13)
Norms 139(1)
Brief Overview of the Psychometric Properties of the Test 140(2)
Administration 142(1)
Test Session Observation Checklist 143(1)
Scoring 143(1)
Derived Scores 143(7)
Clinical Significance 150(5)
Discrepancy Procedures 150(1)
Special Clinical Clusters 151(4)
Advantages and Disadvantages 155(4)
Discrepancy Procedures 155(1)
Interpretation of the Predicted Achievement Clusters 156(1)
Interpretation of Gf-Gc Abilities 157(1)
Wide Range of Measurement 157(1)
Complexity of the Instrument 157(1)
Clinical Clusters 158(1)
Interpretation of Cluster Scores 158(1)
Case Studies 159(4)
Jovita 159(2)
Tom (Postsecondary/College) 161(2)
Conclusion 163(6)
References 163(6)
II Achievement Assessment
Wechsler Individual Achievement Test
Donna Rury Smith
Introduction 169(1)
Wechsler Individual Achievement Test (WIAT) 170(2)
Unique Features 170(1)
Subtest Content 171(1)
Reading Composite Subtests 171(1)
Mathematics Composite Subtests 171(1)
Language Composite Subtests 172(1)
Writing Composite Subtests 172(1)
Technical Evaluation 172(3)
Standardization Sample 172(1)
Reliability 173(1)
Validity 173(2)
Administration and Scoring 175(1)
Types of WIAT Scores 175(1)
Standard Scores 175(1)
Score Limitations 176(1)
Interpretation 176(1)
Qualitative Analysis 176(1)
Use with Other Populations 177(1)
Using the WIAT with the Wechsler Intelligence Scales 177(2)
Reviews of WIAT 179(2)
WIAT II: A Stronger Link between Assessment and Intervention 181(7)
An Expanded Age Range 181(1)
Testing All Levels of Language Skills in Reading 182(2)
Evaluating All Levels of Written Language 184(1)
A New Oral Expression Subtest 184(1)
Math Subtest Changes 185(2)
Canadian Standardization 187(1)
A WIAT--WIAT II Case Study 188(1)
The WIAT II and the PAL Test Battery for Reading and Writing 189(9)
References 191(7)
Assessment For Reading And Writing Intervention: A Three-Tier Model For Prevention And Remediation
Virginia W. Berninger
Scott A. Stage
Donna Rury Smith
Denise Hildebrand
First Tier: Screening for Early Intervention 198(5)
Research-Validation of Screening Measures 198(1)
Research-Validated Early Intervention 199(4)
Second Tier: Assessing Curriculum, Modifying the Regular Program, Progress Monitoring, and Prereferral Collaborative Problem Solving 203(8)
Third Tier: Diagnosis and Treatment Plants 211(7)
Case Study 215(3)
Concluding Remarks 218(1)
References 219(6)
Assessment For Math Talent And Disability: A Developmental Model
Julie Busse
Virginia W. Berninger
Donna Rury Smith
Denise Hildebrand
Introduction and Overview 225(1)
Functional Math System 226(7)
Giftedness and Talent 233(4)
Early Identification 233(2)
Modifying Curriculum and Monitoring Progress 235(2)
Math Disability 237(6)
Nature of Math Disability 237(1)
Screening for Early Intervention 238(1)
Definition and Diagnostic Assessment 238(1)
Interventions for Math Disability 239(4)
Progress Monitoring 243(1)
Achievement and Process Measures for Math Assessment 243(4)
The KM-R 243(1)
The SB-IV 244(1)
The Wechsler Individual Achievement Test (WIAT) 245(1)
Woodcock--Johnson Psycho-Educational Battery--Revised (WJ-R) 245(1)
The Wide Range Achievement Test--Third Edition (WRAT-3) 246(1)
PAL Test Battery for Math 246(1)
Illustrative Cases 247(1)
Fourth-Grade Girl 247(1)
Sixth-Grade Boy 247(1)
Development Model of Assessment for Intervention for Math Talent and Math Disability 248(2)
References 250(7)
III Behavior Assessment
Behavior Assessment System For Children (BASC): Toward Accurate Diagnosis And Effective Treatment
Gail S. Matazow
R. W. Kamphaus
Introduction 257(1)
A Dimensional Approach 258(1)
Nature of the Assessment System 258(1)
Versions 259(1)
Teacher and Parent Rating Scales 259(3)
Teacher Rating Scale (TRS) 259(2)
Parent Rating Scale (PRS) 261(1)
Self-Report of Personality Forms 262(6)
Self-Report of Personality (SRP) 262(1)
Structured Developmental History (SDH) 263(1)
Student Observation System (SOS) 264(1)
BASC ADHD Monitor 265(3)
Technical Information 268(2)
Development and Standardization of the BASC 268(1)
Reliability of the BASC 269(1)
Validity of the BASC 270(1)
Interpretative Guidelines for the BASC 270(4)
Specify Treatment Objectives and Target Behaviors 270(1)
Record Treatment Data 271(1)
Collection of Data Points 271(1)
Clinical Significance of the BASC 272(1)
Other Methodological Issues 273(1)
Communication between Providers 273(1)
Patterns and Interpretations from the BASC 274(3)
The BASC and Interview Formats 275(1)
Intervention Planning 276(1)
Advantages of the BASC 277(3)
Relevance to Target Group 278(1)
Compatibility with Clinical Theories and Practice 278(1)
Simple and Teachable Methods 278(1)
Use of Multiple Respondents 279(1)
Ease of Understanding by Nonprofessionals 279(1)
Usefulness in Provision of Clinical Services 279(1)
Diagnostic Considerations 279(1)
Gender Differences 279(1)
Insights from Experience 280(1)
Case Studies 281(4)
Jessica 281(2)
Jerry 283(2)
Conclusions 285(4)
References 286(3)
The Achenbach System Of Empirically Based Assessment
Stephanie H. McConaughy
Introduction and Overview 289(1)
The Empirically Based Approach 290(1)
Top-Down versus Bottom-Up Assessment 290(1)
Nature of the Test 291(8)
Parent and Parent Surrogate Forms 292(3)
Self-Report Forms 295(1)
Teacher or Caregiver Forms 296(1)
Direct Observation Form (DOF) 297(1)
Semistructured Clinical Interview for Children and Adolescents (SCICA) 298(1)
Technical Information 299(4)
ASEBA Assessment Data Manager (ADM) 299(1)
Reliability of ASEBA 300(2)
Validity of the ASEBA 302(1)
Clinical Significance 303(3)
Gender Differences 304(1)
Long-Term versus Short-Term Problems 304(1)
Types of Interventions 305(1)
Compatibility with Other Assessment Procedures 306(1)
Common Patterns and Interpretation 306(4)
Syndrome Scales 306(2)
Total Problems, Internalizing, and Externalizing 308(1)
Profile Types and Clinical T Scores 308(2)
Other ASEBA Profiles 310(1)
Advantages and Disadvantages of the ASEBA 310(2)
Advantages of ASEBA Forms and Profiles 310(1)
Advantages of ASEBA ADM Software 310(1)
Disadvantages of the ASEBA 311(1)
Recommendations and Case Example 312(6)
Parent Report 313(1)
Teacher Reports 313(1)
Sirena's Self-Ratings 313(1)
Cross-Informat Comparisons 314(2)
Clinical Interview with Sirena 316(2)
Conclusions and Recommendations for Sirena 318(1)
Insights from Experience 318(3)
Special Education Evaluations of ED 318(1)
Assessment of ADHD 319(1)
Screening for Problems and Communication among Professionals 320(1)
Evaluation of Progress and Outcomes 320(1)
Conclusion 321(5)
References 322(4)
Assessment Of Social Skills In Children And Adolescents
Frank M. Gresham
Theoretical and Empirical Foundations 326(6)
Definitional Issues 326(1)
Social Competence and Social--Behavioral Expectations in School 327(2)
Taxonomy of Social Skills 329(2)
Classification of Social Skills Deficits 331(1)
Social Skills Assessment Methods 332(7)
Functional Assessment Interviews 333(1)
Naturalistic Observations of Social Behavior 334(5)
Behavior Rating Scales 339(1)
Review of Selected Social Skills Rating Scales 339(6)
Walker--McConnell Scales of Social Competence and School Adjustment (SSCSA) 340(1)
School Social Behavior Scales (SSBS) 340(2)
Preschool and Kindergarten Behavior Scales (PKBS) 342(1)
Social Skills Rating System (SSRS) 343(2)
Common Patterns and Interpretation Hypotheses 345(1)
Recommendations 346(1)
Case Study 347(3)
Reason for Referral 347(1)
Assessment Procedures 347(1)
Assessment Results 347(3)
Summary and Interpretation 350(1)
Recommendations for Intervention Services 351(6)
References 352(5)
Assessment With Brief Behavior Rating Scales
Robert J. Volpe
George J. DuPaul
Introduction 357(1)
Measures to Assess Externalizing Behavior 358(12)
ADHD Rating Scale--IV 361(2)
ADHD Symptom Checklist--IV 363(2)
The Conners' Rating Scales--Revised (Short Form) 365(3)
Comparison of Measures for Child Externalizing Behavior 368(1)
Case Study: Child Exhibiting Externalizing Behavior Difficulties 369(1)
Measures to Assess Anxious and Depressive Symptoms 370(13)
The Revised Children's Manifest Anxiety Scale 372(2)
The Children's Depression Inventory 374(2)
The Reynolds Child and Adolescent Depression Scales 376(3)
Comparison of Measures for Depressive Symptoms 379(1)
Case Study Child Exhibiting Internalizing Behavior Difficulties 380(1)
Evaluating Children from Diverse Backgrounds 381(1)
Integrating Data from Multiple Informants 381(1)
Evaluating Treatment Outcome 382(1)
Summary and Conclusions 383(1)
References 384
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