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- OXFORD LIBRARY OF PSYCHOLOGY
- The Oxford Handbook of Child Psychological Assessment
- Short Contents
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The Role of Theory in Psychological Assessment
- Testing: The Measurement and Assessment Link
- Measurement and Statistical Issues in Child Assessment Research
- Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries
- The Scientific Status of Projective Techniques as Performance Measures of Personality
- Large-Scale Group Score Assessments: Past, Present, and Future
- Testing, Assessment, and Cultural Variation: Challenges in Evaluating Knowledge Claims
- Methods for Translating and Adapting Tests to Increase Cross-Language Validity
- Diagnosis, Classification, and Screening Systems
- The ICF-CY: A Universal Taxonomy for Psychological Assessment
- Responsible Use of Psychological Tests: Ethical and Professional Practice Concerns
- Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance
- Principles of Assessment of Aptitude and Achievement
- Principles of Neuropsychological Assessment in Children and Adolescents
- Models for the Personality Assessment of Children and Adolescents
- Principles of Behavioral Assessment
- Therapeutic Assessment with Adolescents and Their Parents: A Comprehensive Model
- History Taking, Clinical Interviewing, and the Mental Status Examination in Child Assessment
- Psychological Testing by Models of Cognitive Ability
- Methods of Neuropsychological Assessment
- Memory Assessment
- Formal Methods in Assessing Child and Adolescent Personality and Affect
- Methods of Assessing Academic Achievement
- Methods of Assessing Learning and Study Strategies
- Models and Methods of Assessing Creativity
- Methods of Assessing Behavior: Observations and Rating Scales
- Models and Methods of Assessing Adaptive Behavior
- Authenticity in Early Childhood Assessment: The Developmentally Appropriate Alternative
- Assessing Mild Intellectual Disability: Issues and Best Practices
- Toward a Synthesis of Cognitive-Psychological, Medical/Neurobiological, and Educational Models for the Diagnosis and Management of Dyslexia
- Testing Accommodations for Children with Disabilities
- Special Issues in the Forensic Assessment of Children and Adolescents
- Assessing Non-Cognitive Constructs in Education: A Review of Traditional and Innovative Approaches
- Assessment of Subjective Well-Being in Children and Adolescents
- Assessment of Parenting Behaviors and Style, Parenting Relationships, and Other Parent Variables in Child Assessment
- Linking Children and Adolescent Assessment to Effective Instruction: An Evidence-based Perspective from the Experimental Literature
- Index
Abstract and Keywords
An idiosyncratic account of the assessment of achievement and aptitudes is presented. Major theories of cognitive abilities are reviewed briefly, with emphasis on the Cattell-Horn-Carroll theory of cognitive abilities. Procedures for combining scores in a statistically and theoretically sound manner are shown. The use of multiple regression applied to individuals is explained. Recommendations about psychological report writing are offered.
Keywords: aptitude, achievement, cognitive abilities, psychological assessment, psychological reports
W.J. Schneider
W. Joel Schneider Department of Psychology Illinois State University Normal, Illinois
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- OXFORD LIBRARY OF PSYCHOLOGY
- The Oxford Handbook of Child Psychological Assessment
- Short Contents
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The Role of Theory in Psychological Assessment
- Testing: The Measurement and Assessment Link
- Measurement and Statistical Issues in Child Assessment Research
- Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries
- The Scientific Status of Projective Techniques as Performance Measures of Personality
- Large-Scale Group Score Assessments: Past, Present, and Future
- Testing, Assessment, and Cultural Variation: Challenges in Evaluating Knowledge Claims
- Methods for Translating and Adapting Tests to Increase Cross-Language Validity
- Diagnosis, Classification, and Screening Systems
- The ICF-CY: A Universal Taxonomy for Psychological Assessment
- Responsible Use of Psychological Tests: Ethical and Professional Practice Concerns
- Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance
- Principles of Assessment of Aptitude and Achievement
- Principles of Neuropsychological Assessment in Children and Adolescents
- Models for the Personality Assessment of Children and Adolescents
- Principles of Behavioral Assessment
- Therapeutic Assessment with Adolescents and Their Parents: A Comprehensive Model
- History Taking, Clinical Interviewing, and the Mental Status Examination in Child Assessment
- Psychological Testing by Models of Cognitive Ability
- Methods of Neuropsychological Assessment
- Memory Assessment
- Formal Methods in Assessing Child and Adolescent Personality and Affect
- Methods of Assessing Academic Achievement
- Methods of Assessing Learning and Study Strategies
- Models and Methods of Assessing Creativity
- Methods of Assessing Behavior: Observations and Rating Scales
- Models and Methods of Assessing Adaptive Behavior
- Authenticity in Early Childhood Assessment: The Developmentally Appropriate Alternative
- Assessing Mild Intellectual Disability: Issues and Best Practices
- Toward a Synthesis of Cognitive-Psychological, Medical/Neurobiological, and Educational Models for the Diagnosis and Management of Dyslexia
- Testing Accommodations for Children with Disabilities
- Special Issues in the Forensic Assessment of Children and Adolescents
- Assessing Non-Cognitive Constructs in Education: A Review of Traditional and Innovative Approaches
- Assessment of Subjective Well-Being in Children and Adolescents
- Assessment of Parenting Behaviors and Style, Parenting Relationships, and Other Parent Variables in Child Assessment
- Linking Children and Adolescent Assessment to Effective Instruction: An Evidence-based Perspective from the Experimental Literature
- Index
