Handbook of Psychoeducational Assessment

Handbook of Psychoeducational Assessment

A Practical Handbook A Volume in the EDUCATIONAL PSYCHOLOGY Series

1st Edition - April 17, 2001

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  • Editors: Jac Andrews, Henry Janzen
  • eBook ISBN: 9780080533803

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The Handbook of Psychoeducational Assessment is a practical guide for educational and psychological professionals using norm-referenced tests in the ability, achievement, and behavioral assessment of children. Written by key individuals involved in the construction and evolution of the most widely used tests, this book provides critical information on the nature and scope of commonly used tests, their reliability and validity, administration, scoring and interpretation, and on how the tests may differ and complement each other in their utility with specific populations. Part 1 of the Handbook of Psychoeducational Assessment focuses on ability assessment and the use of full battery intelligence tests as well as brief scales and short forms. Part 2 discusses achievement and the expanded role of psychologists in consultation with educators. Part 3 covers behavior assessment with special attention given to discussion of which tests are most suitable for assessing specific behavioral problems such as ADHD, anxiety, and depression. The final section recognizes the importance of context and person sensitive assessment practices, discussing cross-cultural assessment, neuropsychological assessment, and the usefulness of dynamic assessment for program planning and intervention delivery. Key Features: Covers the most commonly used and newest assessment instruments Describes the nature, scope, reliability, and validity of each test Discusses the administration, scoring, and interpretation of tests Provides empirical findings on patterns of performance with tested populations Includes case studies to highlight the utility of specific tests for specific populations Illustrates new developments in instrumentation and unique features

Key Features

  • Covers the most commonly used and newest assessment instruments
  • Describes the nature, scope, reliability, and validity of each test
  • Discusses the administration, scoring, and interpretation of tests
  • Provides empirical findings on patterns of performance with tested populations
  • Includes case studies to highlight the utility of specific tests for specific populations
  • Illustrates new developments in instrumentation and unique features


Educational, cognitive, and clinical psychologists.

Table of Contents

  • Contributors.
    Invited Forward and Introduction, M. Zeidner.
    Part I: Ability Assessment.
    Assessing Children's Intelligence and Memory: The Wechsler Intelligence Scale for Children-Third Edition and the Children's Memory Scale, D.K. Hildebrand and M.F. Ledbetter.
    The Das-Naglieri Cognitive Assessment System in Theory and Practice, J.P. Das and J.A. Naglieri.
    Assessment with the Differential Ability Scales, B. Gordon and C.D. Elliott.
    Brief Cognitive Assessment of Children: Review of Instruments and Recommendations for Best Practice, R.B. Kline.
    Assessment with the Woodcock-Johnson III, N. Mather and N. Gregg.
    Part II: Achievement Assessment.
    Wechsler Individual Achievement Test, D.R. Smith.
    Assessment for Reading and Writing Intervention: A Three-Tier Model for Prevention and Remediation, V.W. Berninger, S.A. Stage, D.R. Smith, and D. Hildebrand.
    Assessment for Math Talent and Disability: A Developmental Model, J. Busse, V.W. Berninger, D.R. Smith, and D. Hildebrand.
    Part III: Behavior Assessment.
    Behavior Assessment System for Children (BASC): Toward Accurate Diagnosis and Effective Treatment, G.S. Matazow and R.W. Kamphaus.
    The Achenbach System of Empirically Based Assessment, S.H. McConaughy.
    Assessment of Social Skills in Children and Adolescents, F.M. Gresham.
    Assessment with Brief Behavior Rating Scales, R.J. Volpe and G.J. DuPaul.
    Part IV: Recent Advances in Psychological and Educational Assessment.
    Cross-Cultural Cognitive and Neuropsychological Assessment, J.G. Harris, R. Echemendia, A. Ardila, and M. Rosselli.
    Neuropsychological Assessment of Children, K.O. Yeates and H.G. Taylor.
    Dynamic Assessment of Learning Potential, D. Tzuriel.

Product details

  • No. of pages: 544
  • Language: English
  • Copyright: © Academic Press 2002
  • Published: April 17, 2001
  • Imprint: Academic Press
  • eBook ISBN: 9780080533803

About the Series Volume Editors

Jac Andrews

Dr. Jac J.W. Andrews is a professor and Chair of Professional Practice in the Division of Applied Psychology, Faculty of Education, University of Calgary. Throughout his career, his scholarly focus has been in the general areas of Special Education and School Psychology. More specific areas of focus within the Special Education area has been with respect to inclusive education, cognitive strategy instruction,and social skills intervention. In terms of School Psychology, his areas of focus has been with respect to psycho-educational assessment, approaches to learning and thinking, learning disabilities and behavior disorders. Within and across these areas, Dr. Andrews has authored and edited textbooks, authored and co-authored chapters in books as well as journal articles, and has presented papers at numerous national and international conferences as well as conducted many professional inservices and workshops.In addition to his scholarly work, Dr. Andrews has taught undergraduate and graduate courses in educational psychology for over 15 years and has been recognized by the receipt of numerous teaching awards. Moreover, throughout his career, he has been involved in a number of professional associations and has held many administrative positions within the educational psychology field. For example, he is presently the President of the Alberta Chaper of the Council for Exceptional Children.

Affiliations and Expertise

University of Calgary, Alberta, Canada

Henry Janzen

Dr. Janzen is a Professor, teacher, researcher, counsellor, author, psychologist, administrator, father and husband. He has been teaching at the University of Alberta for 30 years, but he has also taught at other universities for brief periods, universities at Winnipeg, Calgary, Halifax, Victoria, New Jersey and Philadelphia. At present, he is Co-ordinator of the Faculty of Education Clinic and Director of the Psychological Testing Center.Aside from his university service, Dr. Janzen has served the public through his part-time private practice. He has worked as a consulting school psychologist to many school systems. He has worked with many government agencies, hospitals, businesses, law firms and churches. As a researcher and author Dr. Janzen has written and co-authored 10 books, 15 chapters in scientific books and published over 150 scientific papers. In addition to all of these activities, Dr. Janzen with 3 other colleagues, co-hosted a radio talk show in Edmonton for 13 years, a talk show called 'That's Living'. Finally, Dr. Janzen is a Rotarian, a church member, a father and grandfather, a poor golfer and a neophyte cook.

Affiliations and Expertise

University of Alberta, Edmonton, Canada

About the Serial Volume Editor

Donald Saklofske

Dr. Donald H. Saklofske is Professor, Department of Psychology at The University of Western Ontario, Visiting Professor at Beijing Normal University and International Research Associate, University of Florence. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association. Don's research focuses on personality, intelligence, individual differences and psychological assessment. He has published more than 300 journal articles, book chapters and books. He is Editor-in-Chief of Personality and Individual Differences and Journal of Psychoeducational Assessment.

Affiliations and Expertise

University of Western Ontario, Ontario, Canada

About the Series Editor

Gary Phye

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.

Affiliations and Expertise

Iowa State University, Ames, U.S.A.

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