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Journal articles on the topic 'Psychoeducational assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Lund, Emily M., Katie B. Miller, and Jennifer B. Ganz. "Access to Assessment? Legal and Practical Issues Regarding Psychoeducational Assessment in Children With Sensory Disabilities." Journal of Disability Policy Studies 25, no. 3 (2013): 135–45. http://dx.doi.org/10.1177/1044207313478661.

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The need to provide valid and unbiased psychoeducational assessments to children from diverse racial, ethnic, cultural, and linguistic backgrounds has been a prominent legal and judicial discussion in the context of the special education law; however, the question of how to provide biased and unbiased psychoeducational assessments to children with visual or hearing impairment has not been well addressed. This article discusses the case law and mandates surrounding unbiased psychoeducational assessment and how they might apply to students with sensory disabilities. This article focuses on issue

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2

Cordoni, Barbara. "Psychoeducational Assessment for Learning Disabilities." Journal of Child Neurology 10, no. 1_suppl (1995): S31—S36. http://dx.doi.org/10.1177/08830738950100s108.

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3

Haywood, H. Carl, Anthony L. Brown, and Sabine Wingenfeld. "Dynamic Approaches to Psychoeducational Assessment." School Psychology Review 19, no. 4 (1990): 411–22. http://dx.doi.org/10.1080/02796015.1990.12087348.

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4

Lidz, Carol S. "Dynamic Assessment: Psychoeducational Assessment with Cultural Sensitivity." Journal of Social Distress and the Homeless 6, no. 2 (1997): 95–111. http://dx.doi.org/10.1007/bf02938530.

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5

Haywood. "A BRITISH GUIDE FOR PSYCHOEDUCATIONAL ASSESSMENT." American Journal of Psychology 127, no. 1 (2014): 132. http://dx.doi.org/10.5406/amerjpsyc.127.1.0132.

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6

Cornwall, Anne. "Social Validation of Psychoeducational Assessment Reports." Journal of Learning Disabilities 23, no. 7 (1990): 413–16. http://dx.doi.org/10.1177/002221949002300704.

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7

Reschly, Daniel J. "Functional Psychoeducational Assessment: Trends and Issues." Special Services in the Schools 2, no. 2-3 (1986): 57–69. http://dx.doi.org/10.1300/j008v02n02_05.

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8

Roush, Jackson. "Psychoeducational Assessment of Hearing-Impaired Students." Ear and Hearing 13, no. 2 (1992): 127. http://dx.doi.org/10.1097/00003446-199204000-00017.

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9

Garza, Sofia. "Book Review: Psychoeducational assessment and report writing." Journal of Psychoeducational Assessment 34, no. 3 (2015): 304–8. http://dx.doi.org/10.1177/0734282915602984.

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10

Webster, C. D., F. A. S. Jenson, L. Stermac, K. Gardner, and D. Slomen. "Psychoeducational assessment programmes for forensic psychiatric patients." Canadian Psychology/Psychologie canadienne 26, no. 1 (1985): 50–53. http://dx.doi.org/10.1037/h0080021.

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11

Duran, Jane. "Psychoeducational Assessment Practices for the Learning Disabled." Philosophy of the Social Sciences 20, no. 2 (1990): 183–94. http://dx.doi.org/10.1177/004839319002000203.

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12

Patton, James M. "Assessment and Identification of African-American Learners with Gifts and Talents." Exceptional Children 59, no. 2 (1992): 150–59. http://dx.doi.org/10.1177/001440299205900208.

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This article presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American learners with gifts and talents. The relationships among African-American worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among African-American learners are offered.

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13

Gómez-de-Regil, Lizzette. "Psychoeducation for Patients with Fibromyalgia: A Systematic Review." Healthcare 9, no. 6 (2021): 737. http://dx.doi.org/10.3390/healthcare9060737.

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This systematic review presents a brief and comprehensive summary of psychoeducational programs that have been designed for and tested in patients with fibromyalgia, with a focus on the features of the interventions and their main results regarding the patients’ clinical outcome. A bibliographical search performed in PubMed, Web of Science, Scopus, Cochrane Library and PsycInfo targeted publications, related to the terms “fibromyalgia” and “psychoeducation.” Information regarding the studies’ designs, age criterion, sample size, sex distribution and mean age of participants, and assessment tim

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14

Fifield, M. Bryce. "Psychoeducational Testing and the Personal Computer." Journal of Special Education Technology 9, no. 3 (1989): 136–43. http://dx.doi.org/10.1177/016264348900900302.

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The use of personal computers to aid in the administration, scoring, and interpretation of individual psychoeducational tests is growing. Currently computers are used to assist in managing assessment information, scoring and interpreting tests, and administering tests of cognitive abilities, academic skills, adaptive behaviors, and social skills. Although the content validity of assessment instruments developed for computer administration may have certain practical limitations, several useful advantages can be gained by using the computer to administer tests. Some of the advantages include imp

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15

Hayashi, Teruko. "Relation between school psychoeducational service and dynamic assessment." Journal of Human Environmental Studies 14, no. 1 (2016): 29–40. http://dx.doi.org/10.4189/shes.14.29.

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16

Bremner, Dawn, Breanne McTaggart, Donald H. Saklofske, and Troy Janzen. "WISC-IV GAI and CPI in Psychoeducational Assessment." Canadian Journal of School Psychology 26, no. 3 (2011): 209–19. http://dx.doi.org/10.1177/0829573511419090.

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17

Gilmour, S., R. Adkins, G. A. Liddell, G. Jhangri, and C. MT Robertson. "Assessment of Psychoeducational Outcomes After Pediatric Liver Transplant." American Journal of Transplantation 9, no. 2 (2009): 294–300. http://dx.doi.org/10.1111/j.1600-6143.2008.02480.x.

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18

Burke, Joy Patricia, and Elaine Morton Bohlmeyer. "Review of The psychoeducational assessment of preschool children." Professional School Psychology 2, no. 3 (1987): 217–19. http://dx.doi.org/10.1037/h0090630.

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19

Oakland, Thomas. "Some Insights into US Non-biased Psychoeducational Assessment." School Psychology International 10, no. 4 (1989): 305–8. http://dx.doi.org/10.1177/0143034389104009.

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20

Benson, Nicholas F. "Introduction to a Special Issue on Simulation Studies as a Means of Informing Psychoeducational Testing and Assessment." Journal of Psychoeducational Assessment 36, no. 1 (2017): 3–6. http://dx.doi.org/10.1177/0734282917728236.

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This introduction provides a brief overview of simulation studies and outlines the organization of this special issue. Simulation studies provide a valuable, albeit underutilized, means of informing psychoeducational testing and assessment. The goal of this special issue is to equip applied researchers and clinicians with knowledge and skills needed to conduct simulation studies. It is envisioned that increased adoption of this innovative practice will ultimately improve the quality of psychoeducational tests, testing and assessment practices, and clinical decision making.

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21

Gopaul-McNicol, Sharon-ann, Grace Reid, and Cecilia Wisdom. "The Psychoeducational Assessment of Ebonics Speakers: Issues and Challenges." Journal of Negro Education 67, no. 1 (1998): 16. http://dx.doi.org/10.2307/2668236.

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22

Ashman, Adrian F., and Robert N. F. Conway. "Examining the Links Between Psychoeducational Assessment, Instruction and Remediation." International Journal of Disability, Development and Education 40, no. 1 (1993): 23–44. http://dx.doi.org/10.1080/0156655930400103.

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23

Ray, Steven. "Context and the psychoeducational assessment of hearing impaired children." Topics in Language Disorders 9, no. 4 (1989): 33–44. http://dx.doi.org/10.1097/00011363-198909000-00005.

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24

Weck, Florian, Maria Weigel, Samantha Richtberg, and Ulrich Stangier. "Reliability of Adherence and Competence Assessment in Psychoeducational Treatment." Journal of Nervous and Mental Disease 199, no. 12 (2011): 983–86. http://dx.doi.org/10.1097/nmd.0b013e3182392da1.

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25

GREGORY, SANTA, and SANDRA LEE. "Psychoeducational Assessment of Racial and Ethnic Minority Groups: Professional Implications." Journal of Counseling & Development 64, no. 10 (1986): 635–37. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01026.x.

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26

Kramer, Jack J. "Computer-based test interpretation in psychoeducational assessment: An initial appraisal." Journal of School Psychology 26, no. 2 (1988): 143–53. http://dx.doi.org/10.1016/0022-4405(88)90016-7.

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27

Ran, M. S., C. L. W. Chan, S. M. Ng, L. T. Guo, and M. Z. Xiang. "The effectiveness of psychoeducational family intervention for patients with schizophrenia in a 14-year follow-up study in a Chinese rural area." Psychological Medicine 45, no. 10 (2015): 2197–204. http://dx.doi.org/10.1017/s0033291715000197.

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BackgroundIt is unclear if the impact of psychoeducational family intervention for patients with schizophrenia can be sustained over 10 years. In this study, we explored the 14-year effect of psychoeducational family intervention for patients with schizophrenia in a Chinese rural area.MethodThe data from a cluster randomized control trial (CRCT) study of psychoeducational family intervention in a 14-year follow-up was analyzed. All patients with schizophrenia (n = 326) who participated in the CRCT drawn from six townships in Xinjin County of Chengdu in 1994, of whom 238 (73.0%) who were still

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28

Bernhard, Britta, Annette Schaub, Petra Kümmler, et al. "Impact of cognitive-psychoeducational interventions in bipolar patients and their relatives." European Psychiatry 21, no. 2 (2006): 81–86. http://dx.doi.org/10.1016/j.eurpsy.2005.09.007.

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AbstractBackground.In recent years, several controlled studies could show that psychoeducational interventions have been effective for relapse prevention in bipolar disorders. We therefore established a cognitive-psychoeducational group intervention with 14 sessions providing information about the illness, early warning signs, cognitive and behavioural strategies for stress management and social rhythm. Additionally we offered a group intervention for the patients' relatives. The objective of this study was to describe the outcome associated with our psychoeducational intervention in bipolar p

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29

Miller, Lucy Jane. "Longitudinal Validity of the Miller Assessment for Preschoolers: Study I." Perceptual and Motor Skills 65, no. 1 (1987): 211–17. http://dx.doi.org/10.2466/pms.1987.65.1.211.

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The usefulness of the newly developed Miller Assessment for Preschoolers in predicting intelligence and educational achievement after 4 yr. was examined for a follow-up sample of 338 children. The Total score produced the strongest correlations with the WISC—R and Woodcock-Johnson Psychoeducational Battery (.35 to .50). Convergent validity data for subscales was also obtained. Implications for prescreening decisions were discussed.

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30

Gibbons, Pat, Grace Hogan, and Sheila McGauran. "An assessment of the psychoeducational needs of long-term psychiatric patients." Irish Journal of Psychological Medicine 16, no. 3 (1999): 104–8. http://dx.doi.org/10.1017/s0790966700005395.

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AbstractObjectives: We aimed to identify which illness related topics were of most interest to chronic psychiatric patients in our catchment area service, and to obtain a baseline measure of the amount of knowledge which patients with schizophrenia had about their illness.Method: Patients attending for a minimum of one year were recruited from the outpatient clinic and day centre. Participants completed three instruments: a brief questionnaire which asked about the details of their diagnosis and drug treatment regimen, the ‘Educational Needs Questionnaire’ (ENQ), and a modified form of the ‘Un

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31

Fouad, Nadya A., and Bruce A. Bracken. "Cross-cultural Translation and Validation of Two US Psychoeducational Assessment Instruments." School Psychology International 7, no. 3 (1986): 167–72. http://dx.doi.org/10.1177/0143034386073006.

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32

Bigler, Erin D. "Acquired Cerebral Trauma: Behavioral, Neuropsychiatric, Psychoeducational Assessment and Cognitive Retraining Issues." Journal of Learning Disabilities 20, no. 10 (1987): 579–80. http://dx.doi.org/10.1177/002221948702001002.

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33

Obrzut, John E., and George W. Hynd. "Cognitive Dysfunction and Psychoeducational Assessment in Individuals with Acquired Brain Injury." Journal of Learning Disabilities 20, no. 10 (1987): 596–602. http://dx.doi.org/10.1177/002221948702001005.

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34

Human, Margaret T., and Hedwig Teglasi. "Parents' satisfaction and compliance with recommendations following psychoeducational assessment of children." Journal of School Psychology 31, no. 4 (1993): 449–64. http://dx.doi.org/10.1016/0022-4405(93)90031-d.

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35

Campbell, Lois A., Stanley E. Kirkpatrick, Charles C. Berry, John J. Lamberti, Patricia D. Silva, and Sara W. Rawson. "Psychoeducational Assessment of Children with Congenital Heart Disease Undergoing Cardiac Surgery." California School Psychologist 2, no. 1 (1997): 63–73. http://dx.doi.org/10.1007/bf03341099.

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36

Braden, Jeffery P. "Book Review: Psychoeducational assessment of hearing-impaired students: Infancy through high school." Journal of Psychoeducational Assessment 14, no. 1 (1996): 74–78. http://dx.doi.org/10.1177/073428299601400108.

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37

Wodrich, David L., Marsha L. S. Spencer, and Kelly B. Daley. "Combining RTI and psychoeducational assessment: What we must assume to do otherwise." Psychology in the Schools 43, no. 7 (2006): 797–806. http://dx.doi.org/10.1002/pits.20189.

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38

Thorndike, Robert M. "Book Review: Handbook of psychoeducational assessment: Ability, achievement, and behavior in children." Journal of Psychoeducational Assessment 20, no. 1 (2002): 83–89. http://dx.doi.org/10.1177/073428290202000106.

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39

Black, Beverly M., Arlene N. Weisz, Cecilia W. Mengo, and Jessica L. Lucero. "Accountability and Risk Assessment: Members’ and Leaders’ Perspectives about Psychoeducational Batterers’ Group." Social Work with Groups 38, no. 2 (2014): 136–51. http://dx.doi.org/10.1080/01609513.2014.923363.

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40

Flamand, Helene. "Effort-testing In Children Undergoing PsychoEducational Assessment Using The Medical Symptom Validity Test." Literacy Information and Computer Education Journal 6, no. 2 (2015): 1896–903. http://dx.doi.org/10.20533/licej.2040.2589.2015.0252.

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41

Allen, William, Suzanne Abraham, and Richard Stoker. "Providers and Practices in Psychoeducational Assessment of the Hearing Impaired in Educational Settings." Diagnostique 14, no. 1 (1988): 26–48. http://dx.doi.org/10.1177/153450848801400104.

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42

Edelist, Tracey. "Psychological and psychoeducational assessment of deaf and hard of hearing children and adolescents." Disability & Society 32, no. 7 (2017): 1107–9. http://dx.doi.org/10.1080/09687599.2017.1339943.

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43

Javier, Rafael Art, William G. Herron, and Andrea Bergman. "Clinical and Psychoeducational Assessment in a Diverse Society: Introduction to the Special Issue." Journal of Social Distress and the Homeless 6, no. 2 (1997): 89–94. http://dx.doi.org/10.1007/bf02938529.

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44

Chiocchi, John, Gary Lamph, Paula Slevin, Debra Fisher-Smith, and Mark Sampson. "Can a carer (peer) led psychoeducation programme improve mental health carers well-being, reduce burden and enrich empowerment: a service evaluation study." Journal of Mental Health Training, Education and Practice 14, no. 2 (2019): 131–40. http://dx.doi.org/10.1108/jmhtep-10-2018-0057.

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Purpose Carers of people with mental health problems present with high levels of burden, poor mental well-being and feelings of disempowerment by mental health services. The purpose of this paper is to establish whether providing a psychoeducation skill programme for carers would lead to an improvement of mental well-being, reduce the levels of burden that carers sometimes feel while caring for someone with mental illness and also to increase empowerment. This paper provides a service evaluation study of an innovative carer-led psychoeducational intervention that was undertaken. Design/methodo

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45

Mainwaring, Debra J. "Creating a Safe Space: A Case Study of Complex Trauma and a Call for Proactive Comprehensive Psychoeducational Assessments and Reviews." Journal of Psychologists and Counsellors in Schools 25, no. 1 (2015): 87–103. http://dx.doi.org/10.1017/jgc.2014.24.

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This article advocates for proactive, dynamic and comprehensive psycho-educational assessments for children and young people who have a history of complex trauma, because of its known effects on development and learning. A case study is shared of a young woman with a history of complex trauma because of exposure to parental neglect, multiple foster care placements, and abuse while in the care system. Background information on the impact of both early developmental trauma and interruptions to attachment with an early caregiver on learning and development is discussed, along with the benefits of

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46

Williams, Dorothy L., Betty E. Gridley, and Kathleen Fitzhugh-Bell. "Cluster Analysis of Children and Adolescents with Brain Damage and Learning Disabilities Using Neuropsychological, Psychoeducational, and Sociobehavioral Variables." Journal of Learning Disabilities 25, no. 5 (1992): 290–99. http://dx.doi.org/10.1177/002221949202500504.

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The purpose of the study was to employ psychoeducational, neuropsychological, and sociobehavioral (Conners Rating Scale) variables in determining if definable subtypes exist within a diverse population of subjects with learning disabilities (LD) and documented brain damage. The sample of 95 subjects (27% female and 73% male) had been referred for neuropsychological assessment at a large, Midwestern medical center. Mean age was 10.6 years. Brain damage (BD) was documented for 45% of the sample. The first cluster analysis employed neuropsychological, psychoeducational, and sociobehavioral data a

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47

Huddleston, Joy. "Family and Group Psychoeducational Approaches in the Management of Schizophrenia." Clinical Nurse Specialist 6, no. 2 (1992): 118–20. http://dx.doi.org/10.1097/00002800-199200620-00019.

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48

Yates, Patsy, Sanchia Aranda, Maryanne Hargraves, et al. "Randomized Controlled Trial of an Educational Intervention for Managing Fatigue in Women Receiving Adjuvant Chemotherapy for Early-Stage Breast Cancer." Journal of Clinical Oncology 23, no. 25 (2005): 6027–36. http://dx.doi.org/10.1200/jco.2005.01.271.

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PurposeTo evaluate the efficacy of a psychoeducational intervention in improving cancer-related fatigue.Patients and MethodsThis randomized controlled trial involved 109 women commencing adjuvant chemotherapy for stage I or II breast cancer in five chemotherapy treatment centers. Intervention group patients received an individualized fatigue education and support program delivered in the clinic and by phone over three 10- to 20-minute sessions 1 week apart. Instruments included a numeric rating scale assessing confidence with managing fatigue; 11-point numeric rating scales measuring fatigue a

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49

Watson, Ray, and Christopher Szaday. "Content of Australian Training Courses in School Psychology." Australian Educational and Developmental Psychologist 6, no. 1 (1989): 11–14. http://dx.doi.org/10.1017/s0816512200025955.

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ABSTRACTAustralian tertiary training programs in educational psychology were surveyed to determine whether each program included each of nine coursework areas. Common to all courses were training in psychoeducational assessment and research methodology. Half of the surveyed programs included training in either counselling or behavioural techniques, but not both. The paper advocates a closer relationship between the content of training courses and the development of a “school psychologist” identity among practitioners.

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50

Garzon, Fernando. "Interventions that Apply Scripture in Psychotherapy." Journal of Psychology and Theology 33, no. 2 (2005): 113–21. http://dx.doi.org/10.1177/009164710503300204.

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Christian therapists are sometimes challenged in their work with appropriately religious clients to develop treatment components that incorporate the Bible. Utilizing a case study format, this article describes various intervention strategies available for the clinician to consider. Psychodynamic, psychoeducational, theoeducational, cognitive, behavioral, and affective experiential therapeutic examples are presented. As long as sound ethical and religio-cultural assessment guidelines are followed, Scripture remains a rich resource for clinicians in their work.

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