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Record Nr. |
UNINA9910792070603321 |
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Autore |
Flanagan Dawn P |
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Titolo |
Essentials of cross-battery assessment [[electronic resource] /] / Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso |
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Pubbl/distr/stampa |
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Hoboken, N.J., : John Wiley & Sons, Inc., c2013 |
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ISBN |
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1-118-23456-1 |
1-299-27716-0 |
1-118-22076-5 |
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Edizione |
[3rd ed.] |
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Descrizione fisica |
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1 online resource (578 p.) |
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Collana |
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Essentials of psychological assessment series |
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Altri autori (Persone) |
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OrtizSamuel O. <1958-> |
AlfonsoVincent C |
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Disciplina |
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Soggetti |
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Intelligence tests |
Intellect |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di contenuto |
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Essentials of Cross-Battery Assessment; Contents; Series Preface; Acknowledgments; One: Overview; DEFINITION; FOUNDATION OF THE XBA APPROACH; CHC THEORY; Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory; Carroll's Three-Stratum Theory: Second Precursor to CHC Theory; Comparison of the Cattell-Horn and Carroll Theories; Decade of CHC Theory (2001-2011); Refinements and Extensions to CHC Theory; CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests |
CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability TestsRATIONALE FOR THE XBA APPROACH; Practice (2000-2010); TEST DEVELOPMENT; GUIDING PRINCIPLES OF THE XBA APPROACH; CONCLUSIONS; REFERENCES; Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries; OVERVIEW; UTILIZATION OF SPECIFIC REFERRAL INFORMATION; Scenario 1: Cognitive-Achievement Relations; Scenario 2: Practical and Legal Considerations; Scenario 3: Consideration of Examinee Characteristics |
INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKINGCROSS- |
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BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0); Implementing the XBA Approach Step by Step; Step 1: Select an Ability Battery; Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery; Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery; Step 4: Administer and Score Selected Battery and Supplemental Tests; Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0) |
SUMMARYREFERENCES; Three: How to Interpret Test Data; HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION; INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION; Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases; Stage B: Specification of a Priori Hypotheses; Stage C: Construction of a Cross-Battery Assessment; Stage D: Administration and Scoring of Ability Battery and Supplemental Tests; Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses; Stage F: Specification of a Posteriori Hypotheses; Stage G: Incorporate XBA Results in a Psychological Report |
SUMMARYREFERENCES; Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition; BRIEF PERSPECTIVE ON THE DEFINITION OF SLD; NEED FOR AN OPERATIONAL DEFINITION OF SLD; DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD; Levels of Evaluation in the DD/C Definition; SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD; SUMMARY; REFERENCES; Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds; INTRODUCTION |
EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS |
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Sommario/riassunto |
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The most up-to-date resource of comprehensive information for conducting cross-battery assessments The Cross-Battery assessment approach-also referred to as the XBA approach-is a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities |
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