| ชื่อเรื่อง |
Psychoeducational Assessment and Report Writing / Stefan C. Dombrowski |
| ISBN |
9781493919116(eBook) |
| พิมพ์ลักษณ์ |
New York : Springer, 2015 |
| ลักษณะทางกายภาพ |
online resource (xix,353p.): |
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Contents: Part I Overview of the Psychoeducational Assessment |
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d Report Writing Process 1 Purpose of Psychoeducational Assessment and Report Writing 2 The Psychoeducational Assessment Process 3 Interviewing and Gathering Data 4 Observing the Child 5 General Guidelines on Report Writing
--Part II Section-by-Section Report Writing Guidance 6 Identifying Information and Reason for Referral 7 Assessment Methods and Background Information 8 Assessment Results 9 Conceptualization and Classification 10 Summary and Recommendations
--Part III Guidance Regarding Assessment and Classifi cation of IDEA |
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tegories Including Sample Reports 11 Learning Disabilities 12 Autism 13 Emotional Disturbance 14 Intellectual Disabilities 15 Other Health Impaired 16 Miscellaneous IDEA Categories and Section 504
--Part IV Oral Reporting and Miscellaneous Topics |
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Psychoeducational Assessment and Report Writing 17 Culturally and Linguistically Diverse Learners 18 Oral Reporting 19 Special Issues in Psychoeducational Assessment |
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d Report Writing |
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Summary: Chapter 1 |
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rpose of Psychoeducational |
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sessment and Report Writing |
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Review: 1 Defi nition and Purpose of Psychoeducational Assessment |
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is important to defi ne psychoeduational assessment and distinguish it from |
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ychological assessment. The term psychoeducational assessment may be defi ned |
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a type of assessment that is used to understand an individual’s cognitive, academic, |
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cial, emotional, behavioral, communicative, and adaptive functioning |
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thin an educational setting. Psychoeducational assessment may extend downward |
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the preschool age time period or upward to the college and adult time period. The |
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jority of psychoeducational assessments are conducted on the kindergarten to |
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ade 12 populations. Psychoeducational assessment addresses whether the child is |
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igible for services and what those services might look like in a school setting. |
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places primary emphasis upon impairment that occurs in the educational setting |
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ther than in environments outside of the educational context that is customary in |
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inical classifi cation. Psychoeducational assessment frequently involves an evaluation |
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a child’s learning and academic needs. However, it can also include the |
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aluation of intellectual, behavioral, social, emotional, communication, and adaptive |
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eas if those areas are suspected to adversely impact educational functioning. |
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a result, individuals conducting psychoeducational evaluations must have a thorough |
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derstanding of what may be considered clinical conditions. This includes |
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t is not limited to autism spectrum disorders, schizophrenia, Attention-Defi cit/ |
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peractivity Disorder (ADHD), disorders of mood (e.g., anxiety, depression, |
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polar), disorders of conduct, and medical conditions that may come to bear on |
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ucational functioning. Keep in mind, however, that IDEA, not DSM, drives classifi |
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tion decisions in U.S. schools so respective state special education classifi cation |
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tegories should be referenced. |
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ychoeducational assessment is distinguished from psychological assessment |
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its narrower scope and focus on an individual’s (i.e., children’s) functioning in |
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educational setting. Psychological assessment is broader and may address questions |
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custody in divorce proceedings, fi tness to stand trial, qualifi cation for social |
| หัวเรื่อง |
Social status |
| ผู้แต่งนิติบุคคล |
SpringerLink(Online service) |
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