
Contents
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Approaches to Psychoeducational Assessment Approaches to Psychoeducational Assessment
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Assessment in the Problem-Solving Process Assessment in the Problem-Solving Process
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Test Construction and Fair Testing Test Construction and Fair Testing
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Test Construction Test Construction
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Validity Validity
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Reliability Reliability
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Test Construction Test Construction
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Fairness Fairness
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Cognitive Assessment Cognitive Assessment
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Theoretical Basis of Cognitive Ability Assessment Theoretical Basis of Cognitive Ability Assessment
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Cognitive Ability Tests Used by School Psychologists Cognitive Ability Tests Used by School Psychologists
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Normative Measures of Academic Achievement Normative Measures of Academic Achievement
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Social-Emotional and Personality Assessment Social-Emotional and Personality Assessment
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Behavioral Observations Behavioral Observations
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Interviews Interviews
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Self-Reports and Behavior Rating Scales Self-Reports and Behavior Rating Scales
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Behavior Assessment System for Children (BASC) Behavior Assessment System for Children (BASC)
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Other Multiple Informant Sets of Questionnaires Other Multiple Informant Sets of Questionnaires
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Performance-Based Measures of Personality/Social-Emotional Functioning Performance-Based Measures of Personality/Social-Emotional Functioning
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Assessment of Adaptive Behavior Assessment of Adaptive Behavior
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Assessment of Autism Spectrum Disorders Assessment of Autism Spectrum Disorders
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Neuropsychological Assessment Neuropsychological Assessment
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School Neuropsychology School Neuropsychology
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Assessment Techniques in Neuropsychological Assessment Assessment Techniques in Neuropsychological Assessment
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Linking Assessment Data and Intervention Linking Assessment Data and Intervention
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Strengths and Limitations of Psychoeducational Assessment Strengths and Limitations of Psychoeducational Assessment
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Cite
Abstract
Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, including projective or performance-based measures, as well as tests and test batteries, behavioral observation, interviews, performance-based measures, adaptive functioning, and neuropsychological assessment. It concludes with a discussion of current controversies about the strengths and weaknesses of psychoeducational assessment.
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