- 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
Intelligence has been conceptualized as both a general ability (g) and as multiple abilities. These two views have been the basis for several theories of cognitive abilities. Derived from those theories, models of cognitive functioning have formed the basis of recent tests of intelligence and component abilities. This chapter maps the CHC theory, Luria theory and Cross-Battery approaches and models of cognitive abilities onto the most recent tests of cognitive ability. By understanding the abilities measured by cognitive tests, practitioners can better appraise the strengths and needs of the clients they assess. Reviews of recent tests guide practitioners in choosing the most appropriate tests and subtests to measure their client's abilities as they relate to learning disabilities, giftedness, and intellectual disability.
Keywords: cognitive, ability, assessment, models, theory, learning disabilities, intelligence, gifted, mental retardation, review
A. Lynne Beal, Private Practice, Toronto, Canada
John O. Willis, Senior Lecturer in Assessment, Rivier College
Ron Dumont, Fairleigh Dickinson University, Teaneck, NJ
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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
