LEADER 05598nam 2200697 450 001 9910458684203321 005 20200520144314.0 010 $a0-8261-2349-X 035 $a(CKB)2550000001342283 035 $a(EBL)1760903 035 $a(SSID)ssj0001289585 035 $a(PQKBManifestationID)12568688 035 $a(PQKBTitleCode)TC0001289585 035 $a(PQKBWorkID)11234038 035 $a(PQKB)11035615 035 $a(MiAaPQ)EBC1760903 035 $a(Au-PeEL)EBL1760903 035 $a(CaPaEBR)ebr10906131 035 $a(CaONFJC)MIL634970 035 $a(OCoLC)886116366 035 $a(EXLCZ)992550000001342283 100 $a20140820h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPsychological assessment of culturally and linguistically diverse children and adolescents $ea practitioner's guide /$fEsther Geva, Judith Wiener 210 1$aNew York, New York :$cSpringer Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (358 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-2348-1 311 $a1-322-03719-1 320 $aIncludes bibliographical references and index. 327 $aCover; 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; Implications 327 $aSpecial 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 Fluency 327 $aL2 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 History 327 $aCaregiver 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 Assessment 327 $aSpecific 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 Tests 327 $aStrategies for Assessment of Intelligence in CLD Children 330 $aThis 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 child 606 $aPsychological tests for children 606 $aMulticulturalism 606 $aMultilingualism 606 $aChild psychology 608 $aElectronic books. 615 0$aPsychological tests for children. 615 0$aMulticulturalism. 615 0$aMultilingualism. 615 0$aChild psychology. 676 $a155.4028/7 700 $aGeva$b Esther$01031081 702 $aWiener$b Judith 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458684203321 996 $aPsychological assessment of culturally and linguistically diverse children and adolescents$92448284 997 $aUNINA