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Books on the topic 'Children Psychometrics'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

J, Brice Patrick, and Love Barbara G, eds. When your child needs testing: What parents, teachers, and other helpers need to know about psychological testing. New York: Crossroad, 1992.

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2

D, Oster Gerald, and Butnik Steven M, eds. Understanding psychological testing in children: A guide for health professionals. New York: Plenum Medical Book Co., 1986.

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3

Santi, Anna-Maria. Psychometric characteristics of children placed in gifted versus nongifted classes. Sudbury, Ont: Laurentian University, Department of Child and Development Studies, 1987.

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4

Burke, Stephanie. Self-concept evaluation in children: A psychometric examination of a variety of techniques. [S.l: The Author], 1986.

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5

Veltman, Marijcke Wilmptje Maria. The evaluation of school based psychometric, behavioural, and projective drawing techniques for the identification of maltreated children. Birmingham: University of Birmingham, 2001.

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6

Paul, Cobb, and Glasersfeld Ernst von, eds. Construction of arithmetical meanings and strategies. New York: Springer-Verlag, 1988.

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7

Practitioner's guide to developmental and psychological testing. New York: Plenum Medical, 1994.

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8

Gabel, Stewart. Understanding Psychological Testing in Children: A Guide For Health Professionals. Springer, 2013.

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9

Hersen, Michel, and David Reitman. Handbook of Psychological Assessment, Case Conceptualization, and Treatment, Volume 2: Children and Adolescents. Wiley & Sons, Incorporated, John, 2008.

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10

Hersen, Michel, and David Reitman. Handbook of Psychological Assessment, Case Conceptualization, and Treatment, Volume 2: Children and Adolescents. Wiley & Sons, Incorporated, John, 2007.

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11

Handbook of Psychological Assessment, Case Conceptualization, and Treatment, Volume 2: Children and Adolescents. Wiley & Sons, Incorporated, John, 2008.

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12

Persson, Benbow Camilla, Lubinski David John, and Stanley Julian C, eds. Intellectual talent: Psychometric and social issues. Baltimore: Johns Hopkins University Press, 1996.

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13

(Editor), Camilla Persson Benbow, and David Lubinski (Editor), eds. Intellectual Talent: Psychometric and Social Issues. The Johns Hopkins University Press, 1997.

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14

(Editor), Camilla Persson Benbow, and David Lubinski (Editor), eds. Intellectual Talent: Psychometric and Social Issues. The Johns Hopkins University Press, 1996.

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15

Hum, Mary. Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders. 2004.

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16

Shore, Milton F. When Your Child Needs Testing. The Crossroad Publishing Company, Inc., 1996.

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17

Shore, Milton F. When Your Child Needs Testing: What Parents, Teachers and Other Helpers Need to Know About Psychological Testing. Crossroad Pub.Co.,U.S., 1996.

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18

Solorzano, Maria Isela Luna. THE PSYCHOMETRIC PROPERTIES OF THE MEASUREMENT OF CULTURE CHANGE IN MEXICAN-AMERICAN CHILDREN AND ITS CONTRIBUTIONS TO THE THEORY OF ACCULTURATION. 1992.

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19

Handbook of Psychological Pediatric Screening and Assessment in Primary Care. Taylor & Francis Group, 2018.

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20

Maruish, Mark E. Handbook of Psychological Pediatric Screening and Assessment in Primary Care. Taylor & Francis Group, 2018.

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21

Assessment of Family Violence: A Handbook for Researchers and Practitioners. American Psychological Association (APA), 2002.

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22

Oxford Handbook of Child Psychological Assessment. Oxford University Press, Incorporated, 2013.

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23

McNeil, Malcolm Ray. Revised token test. Pro-Ed, 1985.

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24

Wortham, Sue C. Assessment in Early Childhood Education: Pearson New International Edition. Pearson Education, Limited, 2013.

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25

Assessment in Early Childhood Education. Pearson, 2011.

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26

Assessment in Early Childhood Education. Pearson, 2015.

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27

Assessment in Early Childhood Education. Pearson Education Canada, 2019.

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28

Amin, Najma. Assessment of Cognitive Development of Elementary School Children ; A Psychometric Approach. Academic Excellence Publishers & Distrib, 2004.

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29

Dyslexia? Assessing and Reporting. Hodder Murray, 2005.

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30

Kawabata, Yoshito. Cultural Contexts of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0017.

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Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.
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31

Renuart, Janet Andree. Underachieving children: An analysis of psychometric characteristics of emotionally handicapped, learning disabled, and non-referred underachieving children. 1986.

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32

Bliss, Alison. Faces scales in paediatric pain assessment. Edited by Paul Farquhar-Smith, Pierre Beaulieu, and Sian Jagger. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198834359.003.0052.

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The landmark paper discussed in this chapter is a systematic review assessing the commonly used faces pain scales employed to aid children in the self-report of their pain intensity. The review provides a critical evaluation of the Faces Pain Scale, the Faces Pain Scale-Revised (FPS-R), the Oucher pain scale, and the Wong–Baker Faces Pain Rating Scale (WBFPRS). The reviewers found that the psychometric properties of the FPS-R supported its superiority for use in research. Although they found that children, and many staff, expressed a preference for the WBFPRS, the reviewers had major concerns about this scale confounding pain intensity with affect. They also noted the paucity of research in younger children, and concluded that future research should not focus on developing more pain scales for paediatric use but on examining the appropriate application of existing scales in a wider range of clinical settings.
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33

Mann, Wolfgang. Measuring Deaf Learners’ Language Progress in School. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0008.

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The needs of increasingly diverse deaf learners in special schools and mainstream programs pose a challenge to researchers and practitioners, especially when it comes to assessment. There has been progress in developing standardized psychometric tests that are more appropriate for deaf children, for example in the form of sign language assessments. However, these tests continue to have certain limitations: they provide information about a child’s learning outcome but not the learning process, and children have a limited opportunity to contribute to the assessment process. This chapter highlights the potential of using dynamic assessment (DA), an interactive approach to psychological assessment that embeds intervention within the assessment procedure, with deaf learners. After providing background on language assessment of deaf learners and an introduction to the concept behind DA, the author discusses the relevant research and examines ways for teachers to make DA meaningful in the classroom.
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34

J, Samuda Ronald, ed. Advances in cross-cultural assessment. Thousand Oaks, Calif: Sage Publications, 1998.

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35

(Editor), Jean-Pierre Fouque, and Vincent B. Van Hasselt (Editor), eds. Psychological Evaluation of the Developmentally and Physically Handicapped. Springer, 1987.

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36

B, Van Hasselt Vincent, and Hersen Michel, eds. Psychological evaluation of the developmentally and physically disabled. New York: Plenum Press, 1987.

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37

Hasselt, Vincent B. Van, and Jean-Pierre Fouque. Psychological Evaluation of the Developmentally and Physically Disabled. Springer, 2013.

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