| LEADER 00000nam 2200000uu 4500 |
| 001 14468 |
| 003 ULIBM |
| 008 200525s||||||||th 000 0 tha d |
| 020 ^a9781493919116 (eBook)
|
| 245 04 ^aPsychoeducational Assessment and Report Writing / ^cStefan C. Dombrowski
|
| 260 ^aNew York : ^bSpringer,^c2015
|
| 300 ^aonline resource (xix,353p.):^b
|
| 505 0 ^aPart I Overview of the Psychoeducational Assessment
|
| 505 an 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
|
| 505 Ca 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
|
| 505 in Psychoeducational Assessment and Report Writing 17 Culturally and Linguistically Diverse Learners 18 Oral Reporting 19 Special Issues in Psychoeducational Assessment
|
| 505 an d Report Writing
|
| 520 ^aChapter 1
|
| 520 Purpose of Psychoeducational
|
| 520 Assessment and Report Writing
|
| 520 1.1 Defi nition and Purpose of Psychoeducational Assessment
|
| 520 It is important to defi ne psychoeduational assessment and distinguish it from
|
| 520 Psychological assessment. The term psychoeducational assessment may be defi ned
|
| 520 as a type of assessment that is used to understand an individual’s cognitive, academic,
|
| 520 social, emotional, behavioral, communicative, and adaptive functioning
|
| 520 to within an educational setting. Psychoeducational assessment may extend downward
|
| 520 the preschool age time period or upward to the college and adult time period. The
|
| 520 majority of psychoeducational assessments are conducted on the kindergarten to
|
| 520 grade 12 populations. Psychoeducational assessment addresses whether the child is
|
| 520 eligible for services and what those services might look like in a school setting.
|
| 520 It places primary emphasis upon impairment that occurs in the educational setting
|
| 520 ther than in environments outside of the educational context that is customary in
|
| 520 clinical classifi cation. Psychoeducational assessment frequently involves an evaluation
|
| 520 of a child’s learning and academic needs. However, it can also include the
|
| 520 evaluation of intellectual, behavioral, social, emotional, communication, and adaptive
|
| 520 areas if those areas are suspected to adversely impact educational functioning.
|
| 520 a result, individuals conducting psychoeducational evaluations must have a Asthorough
|
| 520 understanding of what may be considered clinical conditions. This includes
|
| 520 but is not limited to autism spectrum disorders, schizophrenia, Attention-Defi cit/
|
| 520 Hyperactivity Disorder (ADHD), disorders of mood (e.g., anxiety, depression,
|
| 520 bipolar), disorders of conduct, and medical conditions that may come to bear on
|
| 520 educational functioning. Keep in mind, however, that IDEA, not DSM, drives classifi
|
| 520 cation decisions in U.S. schools so respective state special education classifi cation
|
| 520 tegories should be referenced.
|
| 520 Psychoeducational assessment is distinguished from psychological assessment
|
| 520 by its narrower scope and focus on an individual’s (i.e., children’s) functioning in
|
| 520 an educational setting. Psychological assessment is broader and may address questions
|
| 520 of custody in divorce proceedings, fi tness to stand trial, qualifi cation for social
|
| 650 0 ^aSocial status
|
| 999 ^aฌานิตา จงประเสริฐวงศ์
|
แสดงรายละเอียดบรรณานุกรม
QR code
ปิดหน้าต่าง
E-books : เกี่ยวกับ Collections
Copyright 2025. All Rights Reserved.