Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children (Educational Psychology) PDF
Preview Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children (Educational Psychology)
HANDBOOK OF Psychoeducational Assessment This is a volume in the Academic Press EDUCATIONAL PSYCHOLOGY SERIES Critical comprehensive reviews of research knowledge, theories, principles, and practices Under the editorship of Gary D. Phye l'lan O00 Psc lloeClUCationa Assessment Ability, Achievement, and Behavior in Children EDITED BY lac I. W. Andrews Division of Applied Psychology University of Calgary Donald H. Saklofske Henry L. Janzen Department of Department of Educational Psychology and Special Education Educational Psychology University of Saskatchewan University of Alberta ACADEMIC PRESS A Harcourt Science and Technology Company San Diego San Francisco New York Boston London Sydney Tokyo The sponsoring editor for this book was Nikki Levy, the editorial coordinator was Barbara Makinster, and the production editor was Theresa Moran. The cover was designed by Cathy Reynolds. Composition was done by G & S Typesetters, Austin, Texas, and the book was printed and bound by Quinn-Woodbine in Woodbine, New Jersey. Cover photo credit: (cid:14)9 2001 PhotoDisc, Inc. This book is printed on acid-free paper. ~) Copyright (cid:14)9 2001 by ACADEMIC PRESS All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Requests for permission to make copies of any part of the work should be mailed to: Permissions Department, Harcourt Inc., 6277 Sea Harbor Drive, Orlando, Florida 32887-6777 Explicit permission from Academic Press is not required to reproduce a maximum of two figures or tables from an Academic Press chapter in another scientific or research publication provided that the material has not been credited to another source and that full credit to the Academic Press chapter is given. Academic Press A Harcourt Science and Technology Company 525 B Street, Suite 1900, San Diego, California 92101-4495, USA http://www.academicpress.com Academic Press Harcourt Place, 32 Jamestown Road, London NWl 7BY, UK http://www.academicpress.com Library of Congress Catalog Card Number: 2001086089 International Standard Book Number: 0-12-058570-7 PRINTED IN THE UNITED STATES OF AMERICA 01 02 03 04 05 06 QW 9 8 7 6 5 4 3 2 1 This 6ook is dedicated to De6 (JWA) Vicki (DHS) Sue (HLJ) This Page Intentionally Left Blank Contents Contributors xix Preface xxi INVITED FOREWORD AND INTRODUCTION Moshe Zeidner Current Directions and Trends in Psychoeducational Assessment Emphasis on Theory-Based Assessments Focus on Cognitive Process in Assessment Assessing Learning Potential via Dynamic Procedures Broadening the Domain of Abilities Measured Behavioral Measures as an Essential Part of the Psychoeducational Assessment of Children and Youth Focus of Interpretive Efforts on Students' Profiles of Strengths and Weaknesses Using Test Score Profiles as an Aid to Test Interpretation Improved Psychometric and Statistical Technology in Test Construction and Validation of Current Measures Using Qualitative Measures to Supplement Test Scores Assimilating Data from Various Sources Focus on Assessments' Practical Benefits for the Client Sensitivity to Cultural Context Assessment within Context References viii Contents AbilityA ssessment 1. ASSESSING CHILDREN'S INTELLIGENCE AND MEMORY: THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN- THIRD EDITION AND THE CHILDREN'S MEMORY SCALE Denise K. Hildebrand and Mark F. Ledbetter Introduction 13 The WlSC-III 14 Historical Development of the WISC-III 14 Psychometric Properties of the WlSC-III 15 WlSC-III Subtests and Subscales 15 WlSC-III Scores and Interpretive Paradigms 17 The WlSC-III PI 20 The CMS 21 The Relationship between Intellectual Functioning and Memory 21 Historical Development of the CMS 22 Psychometric Properties of the CMS 23 CMS Subtests and Subscales 24 The WISC-III and the CMS and Clinical Populations 26 Critique of the WISC-III and the CMS 27 Case Study 28 References 31 2. THE DAS-NAGLIERI COGNITIVE ASSESSMENT SYSTEM IN THEORY AND PRACTICE J. P. Das and Jack A. Naglieri PASS Processes and the Four Functional Regions of the Brain 34 PASS and the Assessment of Cognitive Processes by CAS 35 CAS Description 36 Full Scale 37 PASS Scales 37 Subtests 38 Standardization 38 Administration 38 Scoring the CAS 42 CAS Interpretation 43 Steps for Interpreting CAS Results 43 Contents ix Ability/Achievement Discrepancy 48 The CAS and Ability/Achievement Discrepancy or Consistency: A New Method 48 A Case Illustration: Interpreting and Communicating CAS Results and Suggesting Intervention 49 The Case of Leslie 50 Test Results and Interpretation 50 Design of an Intervention for Leslie 52 Response to Intervention 53 Intervention for Reading Disabled Children: PASS Reading Enhancement Program (PREP) 53 What Is PREP? What Does It Do? 54 What Are the Structure and Content of PREP? 54 Efficacy of PREP 55 Support for PASS Theory and the CAS 56 Sensitivity to Children's Cognitive Variation 56 Relationship to Achievement 58 Relevance of PASS to Intervention 59 Test FairnessmReducing Mean Score Differences 60 Summary 60 References 61 3. ASSESSMENT WITH THE DIFFERENTIAL ABILITY SCALES Bruce Gordon and Colin D. Elliott Introduction and Overview 65 Theoretical Perspectives 65 Nature of the Test 67 Technical Information 71 Standardization Sample 71 Reliability 72 Validity 72 Bias 73 Administration 73 Scoring 74 Clinical Significance 76 Psychometric Considerations 76 Special Populations 77 Common Patterns and Interpretation Hypotheses 78 Profile Analyses 78 Profiles of Samples of Dyslexic and Learning Disabled Children 82 Advantages and Disadvantages 89 Use with Children with Developmental Disabilities 89 Use with School-Age Children 91
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