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National Study of School Psychologists' Use of Evidence-Based Assessment in Autism Spectrum Disorder
Peer reviewed
Direct linkAiello, Rachel; Ruble, Lisa; Esler, Amy – Journal of Applied School Psychology, 2017
This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…
Descriptors: School Psychologists, National Surveys, Evidence Based Practice, Pervasive Developmental Disorders
Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment
Valler, Emilee C.; Burko, Jordan A.; Pfeiffer, Steven I.; Branagan, Alexandra M. – Journal of Psychoeducational Assessment, 2017
The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…
Descriptors: Gifted, Authors, Mixed Methods Research, Children
Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment
Oakland, Thomas; Wechsler, Solange Muglia – International Journal of School & Educational Psychology, 2016
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Descriptors: Guidelines, Intelligence Tests, School Psychology, School Psychologists
Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
Obiakor, Festus E.; Harris, Mateba K.; Offor, MaxMary T.; Beachum, Floyd D. – Multicultural Learning and Teaching, 2010
Problems facing African American students with special needs are numerous and complex. Although processes and procedures are in place to properly serve these students, far too many become ensnared in webs of bureaucracy and benign neglect. This article examines African American students? experiences with special education in Milwaukee Public…
Descriptors: African American Students, Special Education, Disproportionate Representation, Student Experience
Download full textCORTER, HAROLD M.; MCKINNEY, JAMES D. – 1966
THE MAJOR PURPOSE OF THIS RESEARCH WAS TO DETERMINE WHETHER TRAINING IN SPECIFIC COGNITIVE PROCESSES IS EFFECTIVE IN INCREASING THE COGNITIVE FUNCTIONING OF RETARDED CHILDREN. IN PHASE I OF THE PROJECT, 51 EDUCABLE RETARDED AND 18 NORMAL SUBJECTS RECEIVED A 20-DAY PROGRAM IN SIMILARITIES-DIFFERENCES CONCEPT FORMATION AND WERE COMPARED WITH 42…
Descriptors: Achievement, Adolescents, Children, Cognitive Development
MORIARTY, ALICE E. – 1966
A QUALITATIVE AND CLINICAL ANALYSIS OF COGNITIVE FUNCTIONING WAS DETERMINED BY ADMINISTRATION OF THE STANDFORD-BINET INTELLIGENCE SCALE AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN TO A SAMPLE OF 65 NORMAL CHILDREN. EXAMINATIONS AND OBSERVATIONS WERE MADE FOR EACH CHILD DURING HIS INFANCY, PRESCHOOL, LATENCY, AND PREPUBERTY PERIODS. ANALYSIS…
Descriptors: Case Studies, Children, Cognitive Development, Cognitive Measurement
Sattler, Jerome M. – 2001
This text is designed not only as a teaching text but also as a reference source for students and professionals on the assessment of the cognitive development of children. Chapters address: (1) process challenges of assessing children; (2) context challenges in assessing children; (3) ethical, legal, and professional applications of assessment…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Tests
DeVries, Rheta – 1971
A study was conducted to clarify a number of issues related to Piaget's theory of invariant sequantiality in child cognitive development. Ss were 143 middle-class white children of bright, average and retarded psychometric abilities (measured by performance on the Stanford-Binet Intelligence Test). Bright and average Ss were chronologically aged…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Tests, Compensation (Concept)
System Development Corp., Santa Monica, CA. – 1972
The second of two reports on a national evaluation of the immediate effects of Project Head Start describes the characteristics of children, families and programs in samples of full-year classes operating in 1966-67 and 1967-68. No control groups were used; comparisons were made within the Head Start sample to see what kinds of classroom…
Descriptors: Achievement Gains, Affective Measures, Age Differences, Classroom Observation Techniques
System Development Corp., Santa Monica, CA. – 1972
The first of two reports of a national evaluation of the immediate effects of Project Head Start describes the characteristics of children, families and programs in samples of full-year classes operating in 1968-69. The study identifies changes associated with Head Start participation and the conditions under which these changes were greatest. No…
Descriptors: Achievement Gains, Affective Measures, Age Differences, Classroom Observation Techniques
