Details

Comprehensive Evaluations


Comprehensive Evaluations

Case Reports for Psychologists, Diagnosticians, and Special Educators
1. Aufl.

von: Nancy Mather, Lynne E. Jaffe

84,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 11.11.2010
ISBN/EAN: 9780470881965
Sprache: englisch
Anzahl Seiten: 672

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Beschreibungen

<b>An invaluable collection of sample case reports from experts in child and adolescent assessment</b> <p>With contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale Roid—<i>Comprehensive Evaluations</i> provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student's school-related difficulties, from preschool to postsecondary level.</p> <p>A wellspring of information for educational professionals, <i>Comprehensive Evaluations</i> provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, different theoretical perspectives and paradigms, and span a broad spectrum of disabilities.</p> <p><b>The diagnostic reports found within <i>Comprehensive Evaluations</i> will help:</b></p> <ul> <li> <p>Expand your familiarity with widely used test instruments</p> </li> <li> <p>Enhance your understanding of the interpretation of test scores</p> </li> <li> <p>Improve your ability to tailor written reports to the purposes of the evaluation</p> </li> <li> <p>Translate assessment results into meaningful treatment recommendations</p> </li> <li> <p>Recognize the differences in what evaluators from various school districts, agencies, and private practices consider to be a comprehensive evaluation</p> </li> <li> <p>Appreciate how your theoretical perspective and choice of tests can influence diagnostic conclusions</p> </li> <li> <p>Determine a report writing style that meets your needs</p> </li> </ul> <p><i>Comprehensive Evaluations</i> deftly illustrates how thorough assessments help empirically pinpoint the reasons a student is struggling in school, which then allows an evaluator to select the most appropriate accommodations and interventions to help the student succeed.</p>
Acknowledgments. <p>List of Contributors.</p> <p>Foreword (<i>John O. Willis, Ed.D.</i>).</p> <p>Introduction.</p> <p>1 Assessment of Individuals with Autism: Procedures and Pitfalls (<i>Sally Logerquist, Ph.D.</i>).</p> <p>2 Neuropsychological Evaluation of a Young Child with a Seizure Disorder (<i>Marshall Andrew Glenn, Ph.D.</i>).</p> <p>3 Language Assessment of a Sibling of a Child with Autism (<i>Dale A. Bailey, M.A., CCC-SLP</i>).</p> <p>4 Cognitive and Achievement Correlates of Language Disorders (<i>Stephen Camarata, Ph.D., CCC-SLP, and Mary N. Camarata, M.S., CCC-SLP</i>).</p> <p>5 Comorbidity and Cumulative Effects of Inattention, Poor Emotional Control, and Language Problems on Academic Achievement in Early Childhood (<i>R. W. Kamphaus, Ph.D., and Tara C. Raines, Psy.S.</i>).</p> <p>6 How a Weakness in Attention Can Mask True Learning Capabilities and Achievement Gains (<i>Eva M. Prince, Ed.S</i>).</p> <p>7 Associative Memory Disorder: An Unexpected Struggle Resulting in Difficulty with Basic Skill Acquisition (<i>James M. Creed, M.Ed.</i>).</p> <p>8 Evaluation of a Bilingual Student with a History of Language Delay: Differentiating Between a Language Impairment and Second Language Learning (<i>Brigid Garvin, M.Ed.</i>).</p> <p>9 Twice-Exceptional: A Gifted Child with Concomitant Learning Disabilities (<i>Aimee Yermish, Psy.D.</i>).</p> <p>10 An Elementary School Student with a Specific Learning Disability in Reading: Use of the DAS-II to Generate and Test Causal Hypotheses (<i>Colin D. Elliott, Ph.D.</i>).</p> <p>11 Using a Pattern of Strengths and Weaknesses Approach in a Complex Case (<i>James Hanson, M.Ed.</i>).</p> <p>12 Learning Is the Best Therapy: The Emotional Consequences of a Learning Disability (<i>Lynne E. Jaffe, Ph.D.</i>).</p> <p>13 Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability (<i>Samuel O. Ortiz, Ph.D.</i>).</p> <p>14 Using the PASS Theory to Uncover Disorders in Basic Psychological Processes: An Example of Specific Learning Disability (<i>Jack A. Naglieri, Ph.D.</i>).</p> <p>15 Neuropsychological Evaluation of a Child with a Brain Injury at Birth (<i>Sam Goldstein, Ph.D., and Sean Cunningham, M.S.</i>).</p> <p>16 Missing Out on Early Intervention: The Delay of Appropriate Services for a Child with SLD (<i>Nancy Mather, Ph.D.</i>).</p> <p>17 Learning Disabilities and Mathematics: A School Psychological Framework (<i>Steven G. Feifer, D.Ed.</i>).</p> <p>18 The Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV in a Neuropsychological Context (<i>Tulio M. Otero, Ph.D., and Jack A. Naglieri, Ph.D.</i>).</p> <p>19 Reestablishing Eligibility and Reevaluation Post Natural Disaster (<i>Tara C. Raines, Psy.S., and Cecil Reynolds, Ph.D.</i>).</p> <p>20 Psychoeducational Assessment of a Child with High-Functioning Autism Using a Problem-Solving Approach (<i>Joel S. Hanania, Ph.D.</i>).</p> <p>21 RTI Data and Cognitive Assessment Are Both Useful for SLD Identification and Intervention Planning (<i>Dawn Flanagan, Ph.D., and Vincent Alfonso, Ph.D.</i>).</p> <p>22 Specific Learning Disability Report: The Importance of Professional Judgment (<i>Edward Schultz, Ph.D.</i>).</p> <p>23 Integrating RTI with an Individual Comprehensive Assessment to Identify a Specific Learning Disability in Reading (<i>Donna Rury Smith, Ed.D.</i>).</p> <p>24 Assessing a Child with a Nonspecific Pervasive Development Disorder: Can a Nonverbal Cognitive Measure Help? (<i>R. Steve McCallum, Ph.D.</i>).</p> <p>25 Difficulty Versus Disability? A Student Struggling with Math (<i>John M. Garruto, D.Ed.</i>).</p> <p>26 Psychoeducational Assessment of a Student with a Visual Impairment Using the Woodcock-Johnson III Tests of Achievement—Braille Adaptation (<i>Kimberly Morris, Ph.D.</i>).</p> <p>27 Differential Diagnosis: ADHD, Emotional Disturbance, or Asperger’s Syndrome? (<i>Elaine Fletcher-Janzen, Ed.D.</i>).</p> <p>28 The Heterogeneity and Complexities of Children with Developmental Delays (<i>Melissa M. King, M.Ed., and Mary C. Wright, M.A.</i>).</p> <p>29 Differential Diagnosis: Emotional Disturbance or Conduct Disorder? (<i>Elaine Fletcher-Janzen, Ed.D.</i>).</p> <p>30 Integration of Post-Referral Progress Monitoring Data in a Specific Learning Disability Evaluation (<i>Robert Misak, M.A., M.Ed.</i>).</p> <p>31 Sweet Child (But Only When Not in School) (<i>Mitchel D. Perlman, Ph.D.</i>).</p> <p>32 Psychoeducational Evaluation of a Bilingual Student with a Visual Impairment (<i>Sarah Gaines, Psy.S.</i>).</p> <p>33 Memory and Processing Assessments: A Report for Parents (<i>Milton J. Dehn, Ph.D.</i>).</p> <p>34 Oral and Written Language Influences on Academic and Social Functioning: A Whole Child Approach (<i>Blanche Podhajski, Ph.D., and Frances Ingram, M.A.</i>).</p> <p>35 Process Assessment of the Learner, 2nd Edition (PAL-II): Comprehensive Assessment for Evidence-Based, Treatment-Relevant Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWLLD), and Dyscalculia (<i>Virginia W. Berninger, Ph.D.</i>).</p> <p>36 Math Problem Solving: Applying a Processing Model to LD Determination (<i>Gail M. Cheramie, Ph.D., Linda Hernandez Parks, M.A., and Ashley Schuler, M.A.</i>).</p> <p>37 "Nonverbal" Learning Disabilities or Asperger's Syndrome? Clarification Through Cognitive Hypothesis Testing (<i>Lisa A. Hain, Psy.D., and James B. Hale, Ph.D.</i>).</p> <p>38 Applying a Multilevel Interpretive Framework with an Emphasis on the Assessment of Executive Functions (<i>George McCloskey, Ph.D.</i>).</p> <p>39 The Assessment of "Nonverbal" Learning Disabilities (<i>Christopher J. Nicholls, Ph.D.</i>).</p> <p>40 Actively Involving an Adolescent in the Evaluation Process from Intake to Feedback: Promoting Positive Outcomes (<i>Elizabeth O. Lichtenberger, Ph.D., and Nadeen L. Kaufman, Ed.D.</i>).</p> <p>41 A Comprehensive Evaluation of a High School Student: When Social-Emotional Functioning and Specific Learning Disabilities Interact (<i>Toby D. Laird, Ph.D.</i>).</p> <p>42 ADHD: To Be or Not to Be? That Was the Question (<i>Ron Dumont, Ed.D.</i>).</p> <p>43 Assessing an Adolescent English Language Learner: Teasing Apart the Threads of Two Languages (<i>Deborah Rhein, Ph.D.</i>).</p> <p>44 Neuropsychological Evaluation of an Adolescent with Moderate Mental Retardation: The Importance of Making an Accurate Diagnosis (<i>Janice Sammons, Ph.D., and Judith M. Kroese, Ph.D., CCC-SLP</i>).</p> <p>45 The Impact of Slow Processing Speed on Performance (<i>Jane McClure, Ph.D.</i>).</p> <p>46 Falling Through the Cracks: An Adolescent with a Severe Reading Disability (<i>Bashir Abu-Hamour, Ph.D., Annmarie Urso, Ph.D., and Nancy Mather, Ph.D.</i>).</p> <p>47 A Multiple Measures Approach to Assessing a Student Who Is Deaf (<i>Lisa S. Coyner, Ph.D.</i>).</p> <p>48 Comprehensive Assessment of an Attention-Based Learning Problem: Capturing the Relevance of "Psychological Vital Signs" (<i>Thomas M. Brunner, Ph.D.</i>).</p> <p>49 Psychoeducational Assessment of a Juvenile Offender in a Correctional Setting (<i>Christina Vasquez, Ed.S., and Richard Morris, Ph.D.</i>).</p> <p>50 When the Child with Specific Learning Disabilities Grows Up (<i>Nicole Ofiesh, Ph.D.</i>).</p> <p>51 A Comprehensive Evaluation of a High-Functioning Secondary Student with Dyslexia (<i>Chris Coleman, M.A.</i>).</p> <p>52 Use of Nonverbal Cognitive Assessment to Distinguish Learning Disabilities from Second Language Learning Difficulties (<i>Sherry Mee Bell, Ph.D.</i>).</p> <p>53 The Enduring Nature of Specific Learning Disability: A College Freshman with a Specific Reading Disability (<i>Barbara J. Wendling, M.A.</i>).</p> <p>54 Comprehensive Evaluation of a Hard of Hearing High School Student in a Rural Setting (<i>Kelly Metz, M.Ed.</i>).</p> <p>55 Assessment of a Cognitively Capable Student Who Is Struggling to Succeed in College (<i>Andrew Shanock, Ph.D.</i>).</p> <p>56 Making the Most of One's Strengths: When Verbal Intelligence and Dedication to Succeed Overcome Late Identification (<i>Michael E. Gerner, Ph.D.</i>).</p> <p>57 Use of the Stanford-Binet Fifth Edition in a Brain Injury Case (<i>Gale Roid, Ph.D., and Krystle Edwards, B.S.</i>).</p> <p>58 Psychoeducational Evaluation of an Adult for LD and ADHD: Integrating Neuropsychological Measures into Cross-Battery Assessment (<i>Cathy Fiorello, Ph.D.</i>).</p> <p>Appendix A: Table of Reports.</p> <p>Appendix B: Guidelines for Writing Psychoeducational Assessment Reports.</p> <p>Appendix C: Test Acronyms.</p>
<b>Nancy Mather</b>, PhD, is a Professor of Learning Disabilities at the University of Arizona. A coauthor on the <i>Woodcock-Johnson III</i>, she specializes in the areas of assessment, reading, and writing. She has served as a learning disabilities teacher, diagnostician, university professor, and educational consultant. <p><b>Lynne E. Jaffe</b>, PhD, is an Adjunct Assistant Professor of Learning Disabilities at the University of Arizona. She maintains a private practice in evaluation, consultation, and educational therapy for students with learning disabilities. She is coauthor with Nancy Mather of <i>Woodcock-Johnson III: Reports, Recommendations, and Strategies</i> (published by Wiley).</p>
<b>An invaluable collection of sample case reports from experts in child and adolescent assessment</b> <p>With contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale Roid—<i>Comprehensive Evaluations</i> provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student's school-related difficulties, from preschool to postsecondary level.</p> <p>A wellspring of information for educational professionals, <i>Comprehensive Evaluations</i> provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, different theoretical perspectives and paradigms, and span a broad spectrum of disabilities.</p> <p><b>The diagnostic reports found within <i>Comprehensive Evaluations</i> will help:</b></p> <ul> <li> <p>Expand your familiarity with widely used test instruments</p> </li> <li> <p>Enhance your understanding of the interpretation of test scores</p> </li> <li> <p>Improve your ability to tailor written reports to the purposes of the evaluation</p> </li> <li> <p>Translate assessment results into meaningful treatment recommendations</p> </li> <li> <p>Recognize the differences in what evaluators from various school districts, agencies, and private practices consider to be a comprehensive evaluation</p> </li> <li> <p>Appreciate how your theoretical perspective and choice of tests can influence diagnostic conclusions</p> </li> <li> <p>Determine a report writing style that meets your needs</p> </li> </ul> <p><i>Comprehensive Evaluations</i> deftly illustrates how thorough assessments help empirically pinpoint the reasons a student is struggling in school, which then allows an evaluator to select the most appropriate accommodations and interventions to help the student succeed.</p>

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