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Books on the topic 'Psychoeducational assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Multicultural psychoeducational assessment. Springer Pub., 2009.

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2

Psychoeducational assessment and report writing. Springer, 2015.

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3

Dombrowski, Stefan C. Psychoeducational Assessment and Report Writing. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-1911-6.

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Dombrowski, Stefan C., ed. Psychoeducational Assessment and Report Writing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3.

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5

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Edited by Vincent C. Alfonso, Bruce A. Bracken, and Richard J. Nagle. Routledge, 2020. http://dx.doi.org/10.4324/9780429054099.

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6

Bracken, Bruce A. The psychoeducational assessment of preschool children. 3rd ed. Lawrence Erlbaum Associates, 2004.

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7

D, Evans Larry, ed. Psychoeducational assessment of hearing-impaired students: Infancy through high school. PRO-ED, 1991.

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8

Graves, Scott L., and Jamilia J. Blake, eds. Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches. American Psychological Association, 2016. http://dx.doi.org/10.1037/14855-000.

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9

Psychoeducational assessment of visually impaired and blind students: Infancy through high school. PRO-ED, 1986.

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10

Sharon, Bradley-Johnson, ed. Psychoeducational assessment of students who are visually impaired or blind: Infancy through high school. 2nd ed. Pro-Ed, 1994.

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11

Handbook of Psychoeducational Assessment. Elsevier, 2001. http://dx.doi.org/10.1016/b978-0-12-058570-0.x5000-9.

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12

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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13

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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14

Bracken, Bruce, and Richard Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2017.

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15

Bracken, Bruce, and Richard Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2017.

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16

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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17

(Editor), Bruce A. Bracken, and Richard J. Nagle (Editor), eds. Psychoeducational Assessment of Preschool Children. Lawrence Erlbaum Associates, 2006.

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18

Bracken, Bruce, and Richard Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2017.

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19

Bracken, Bruce, and Richard Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2017.

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20

Dombrowski, Stefan C. Psychoeducational Assessment and Report Writing. Springer, 2020.

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21

Dombrowski, Stefan C. C. Psychoeducational Assessment and Report Writing. Springer, 2016.

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22

Bracken, Bruce. Psychoeducational Assessment of Preschool Children. Routledge, 2015.

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23

Psychoeducational Assessment of Preschool Children. 4th ed. Lawrence Erlbaum Associates, 2006.

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24

Bracken, Bruce, and Richard Nagle. Psychoeducational Assessment of Preschool Children. Edited by Bruce Bracken and Richard Nagle. Routledge, 2017. http://dx.doi.org/10.4324/9781315089362.

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25

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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26

A, Bracken Bruce, and Nagle Richard J. 1946-, eds. Psychoeducational assessment of preschool children. 4th ed. Lawrence Erlbaum Associates, 2007.

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27

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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28

Alfonso, Vincent C., Bruce A. Bracken, and Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Taylor & Francis Group, 2020.

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29

A, Bracken Bruce, ed. The Psychoeducational assessment of preschool children. 2nd ed. Allyn and Bacon, 1991.

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30

A, Bracken Bruce, ed. The psychoeducational assessment of preschool children. 3rd ed. Allyn and Bacon, 2000.

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31

The Psychoeducational Assessment of Preschool Children. 3rd ed. Lawrence Erlbaum, 2004.

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32

The Psychoeducational Assessment of Preschool Children. Routledge, 2004. http://dx.doi.org/10.4324/9781410611451.

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33

Franz, Carleen, Lee Ascherman, and Julia Shaftel. The Psychoeducational Evaluation. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0008.

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This chapter describes the content and procedures of a comprehensive psychoeducational evaluation. Components include the referral question, review of records, history, observation, and assessment. Rating scales, standardized tests, and interviews make up the assessment portion of the evaluation process. The entire process must use multiple measures and assess multiple viewpoints and settings. Cognitive, academic, behavioral, social skills, and executive functions may be included in the assessment. A thorough integration of the findings from multiple sources must be accomplished to reach meani

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34

1931-, Jones Reginald Lanier, ed. Psychoeducational assessment of minority group children: A casebook. Cobb & Henry, 1988.

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35

Jones, Reginald L. Psychoeducational Assessment of Minority Group Children: A Casebook. Cobb & Henry, 1988.

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36

Snyder, Judith Lynne. Children's rights to information in psychoeducational assessment procedures. 1988.

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37

Snyder, Judith Lynne *. Children's rights to information in psychoeducational assessment procedures. 1988.

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38

Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence-Based Approaches. American Psychological Association, 2016.

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39

Roblin, Nancy. Assessment of the effectiveness of paediatric psychoeducational programs on family functioning. 1999.

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40

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Academic Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0010.

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Academic assessment is an essential component of comprehensive psychoeducational evaluation, and numerous assessment instruments are available to examine general academic achievement. Academic content includes reading, writing, mathematics, and oral language. This content can be measured at multiple levels from basic skills through advanced applications. For example, reading can be assessed from prerequisite oral phonemic skills through advanced comprehension. This chapter describes for clinicians two major tests: the Wechsler Individual Achievement Test III and the Woodcock-Johnson IV Tests o

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41

LeAdelle, Phelps, ed. Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions. American Psychological Association, 2006.

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42

(Editor), Donald H. Saklofske, Jac J.W. Andrews (Editor), Henry L. Janzen (Editor), and Gary D. Phye (Series Editor), eds. Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children (Educational Psychology). Academic Press, 2001.

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43

Writing Useful Accessible And Legally Defensible Psychoeducational Reports. John Wiley & Sons Inc, 2014.

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44

Hass, Michael, and Jeanne Anne Carriere. Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports. Wiley & Sons, Incorporated, John, 2014.

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45

Hass, Michael, and Jeanne Anne Carriere. Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports. Wiley & Sons, Incorporated, John, 2014.

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46

Miller, Margery S., Tania N. Thomas-Presswood, Kurt Metz, and Jennifer Lukomski. Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents. Gallaudet University Press, 2016.

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47

Testing young children: A reference guide for developmental, psychoeducational, and psychosocial assessments. PRO-ED, Inc., 1993.

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48

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Interpretation of Assessment Results. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0011.

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Tests used in a comprehensive psychoeducational evaluation produce a myriad of scores, which can be confusing for the clinician and easily misinterpreted, even by experienced examiners. Standardized scores, raw scores, percentile ranks, age and grade equivalents, and other score types are explained and contrasted. Recommended scores are described so that the clinician will know what to look for and how to evaluate a report. In addition to test scores, verbal range descriptors such as “below average” or “superior” convey student performance in an accessible and user-friendly manner. Qualitative

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49

Miller, Margery Staman. Psychological and psychoeducational assessment of children and adolescents who are deaf and hard of hearing. 2015.

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50

Schopler, Eric. Individualized Assessment and Treatment for Autistic and Developmentally Disabled Children: Psychoeducational Profile-Revised (Pep-R). Pro ed, 1990.

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