05564nam 2200685 450 991081143540332120230807203923.00-8261-2349-X(CKB)2550000001342283(EBL)1760903(SSID)ssj0001289585(PQKBManifestationID)12568688(PQKBTitleCode)TC0001289585(PQKBWorkID)11234038(PQKB)11035615(MiAaPQ)EBC1760903(Au-PeEL)EBL1760903(CaPaEBR)ebr10906131(CaONFJC)MIL634970(OCoLC)886116366(EXLCZ)99255000000134228320140820h20152015 uy 0engur|n|---|||||txtccrPsychological assessment of culturally and linguistically diverse children and adolescents a practitioner's guide /Esther Geva, Judith WienerNew York, New York :Springer Publishing Company,2015.©20151 online resource (358 p.)Description based upon print version of record.0-8261-2348-1 1-322-03719-1 Includes bibliographical references and index.Cover; Title; Copyright; Contents; Foreword; References; Preface; Acknowledgments; Share Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner's Guide; Chapter 1: Introduction; Chapter 2: Demographic, Policy, and Socioeconomic Contexts of Cultural and Linguistic Diversity; Demographic Trends and Academic Achievement; Policies and Practices That Enhance Academic Achievement and Psychological Well-Being of CLD Children and Adolescents; Nonimmigrant Vulnerable Minority Groups; Aboriginal Peoples: A Snapshot; The Roma: A Snapshot; ImplicationsSpecial Needs Education for CLD Children and AdolescentsEquity and Due Process; Inclusion; Conclusion; Chapter 3: Research on the Development of Language and Literacy Skills of L2 Learners: Implications for Assessment; A Model for Understanding Language and Literacy in L2 Learners; Simple View of Reading; Specific Issues in L2 Language Development; Contextual, Sociocultural, Home, and Family Factors; Typical and Atypical Language and Literacy Development in L2 Learners: Implications for Assessment; Development of OLP in L2; L2 Word-Level Reading Skills; L2 Text-Reading FluencyL2 Reading ComprehensionL2 Spelling Skills; L2 Written Expression; Conclusion; Notes; Chapter 4: Gaining an Understanding of the Individual and Family Context; Influence of Cultural Differences; Individualism/Collectivism; Mind-Body Dualism; High/Low Context; Short-/Long-Term Orientation; Values for Academic Achievement; Tolerance for Ambiguity and Diversity; Family Structure and Gender Roles; Acculturation; Developing Trust; Acquiring an Understanding About the Family's Perspective on the Child's Development; Social Supports; Language and Immigration HistoryCaregiver and Child Cultural Norms and Values, and AcculturationAttributions; Parenting Stress; Working with Linguistic and Cultural Interpreters; Conclusion; To Do or Not to Do: Understanding the Family Context; Chapter 5: Assessment of Oral Language Proficiency; Issues to Consider; Factors to Consider in Interpreting L2 Assessment Data; Advantages of Assessing Children in the L1; Challenges of Assessing Children in Their L1; Methods for Assessing Olp in L2 Students; Standardized Tests and Research-Based Tasks; Language Samples; Response to Intervention/Dynamic AssessmentSpecific Methods for Assessing L1 Language and Literacy SkillsPutting the Pieces Together; Conclusion; To Do or Not to Do: Assessing OLP; Chapter 6: Assessment of Intelligence; Defining and Conceptualizing Intelligence in a Multicultural Context; Validity of Measures of Cognitive Ability for CLD Children and Adolescents?; Issues to Consider When Evaluating Intelligence; Developing Rapport; Crystallized Versus Fluid Intelligence; Discrepancy Definitions of LD; Adaptive Behavior and Intelligence; When to Assess Intellectual Ability Using Standardized IQ TestsStrategies for Assessment of Intelligence in CLD ChildrenThis is the only text for school and clinical psychologists and other mental health professionals to provide a systematic developmental framework for assessment, diagnosis, and consultation of children and adolescents from diverse linguistic and cultural backgrounds. Reflecting the most current research, it provides much-needed, practical strategies for helping students who require adaptations beyond traditional psychological assessment methods. The authors describe the linguistic and cultural issues to consider when assessing students from diverse backgrounds, with a particular focus on childPsychological tests for childrenMulticulturalismMultilingualismChild psychologyPsychological tests for children.Multiculturalism.Multilingualism.Child psychology.155.4028/7Geva Esther1651210Wiener JudithMiAaPQMiAaPQMiAaPQBOOK9910811435403321Psychological assessment of culturally and linguistically diverse children and adolescents4001029UNINA