Handbook of Psychoeducational Assessment : a Practical Handbook -- A Volume in the Educational Psychology Series.

541 Pages·2002·27.205 MB·English

by  Saklofske, Donald H., Andrews, Jac J. W., Janzen, Henry L.

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