Attention Deficit Hyperactivity Disorder
autism spectrum assessment
Beginning Teachers
Category=JNC
childhood language disorder case studies
Classroom Management
Classroom Management Content
Comparable Pretest Scores
Cooperative Learning
Curriculum Assignments
Differential Behavior
Differential Teacher Behavior
dynamic assessment methods
Educational Psychology
Educational Psychology Research
Educational Psychology's Contributions
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Expectation Effects
Family Literacy
Good Strategy User
language impairment evaluation
Mental Number Line
Monitored Student Behavior
norm-referenced testing tools
Objective Memory Task
Performance Stem
Phonological Awareness
psychometric assessment
Regular Education Students
Sociohistoric Constructivism
Sociohistoric Theory
speech-language pathology
Student Engagement
Teacher Expectation Effects
Product details
- ISBN 9780805897067
- Weight: 140g
- Dimensions: 210 x 280mm
- Publication Date: 01 May 2001
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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First published in 2001.This book constitutes a clear, comprehensive, up-to-date introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Rebecca McCauley describes specific commonly used tools as well as general approaches ranging from traditional standardized norm referenced testing to more recent ones such as dynamic and culturally valid assessment. Highlighting special considerations in testing and expected patterns of performance, she reviews the challenges presented by children with a variety of problems-specific language impairment, hearing loss, mental retardation, and autism spectrum disorders. Three extended case examples illustrate her discussion of each of these target groups. Her overarching theme is the crucial role of well-formed questions as fundamental guides to decision making, independent of approach. Each chapter features lists of key concepts and terms, study questions, and recommended readings. Tables throughout offer succinct summaries and aids to memory. Students, their instructors, and speech-language pathologists continuing their professional education will all welcome this invaluable new resource. Special features include: a comprehensive consideration of both psychometric and descriptive approaches to the characterization of children's language; a detailed discussion of background issues important in the language assessment of four groups of children with language impairment; timely information on assessment of change-a topic frequently not covered in other texts; extensive guidance on how to evaluate individual norm-referenced measures for adoption; an extensive appendix listing about SO measures used to assess language in children, and a test review guide that can be reproduced for use by readers.
