Assessment of children, revised and updated third edition: by Jerome M Sattler

By Jerome M Sattler

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Extra resources for Assessment of children, revised and updated third edition: WAIS-III supplement

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Various imformal assessment procedures are described in thi s tex t . d tests, interviews, observations, and informal assessmenlt - com' plement one another and form a fi rm foundation ffor mak· ing decisiolis about children. Information from the.! variow sources must be woven together so that the final talpestry i� integrated and understandable. Recommendatioms shoule be based on both assessment results and the reSOlurces 0 the school, family, and community. Major discrrepancie: among the findings obtained from the various asssessmen procedures must be resolved before any diagnos,tic deci sions or recommendations are made .

Source: Adapted from Sal end ( 1 984) and Thorndike and Hagen ( 1 977). When you administer a test, you must score the child's responses to specific items as you progress. To score tests accurately, you need to be aware of the research findings concerning scoring bias, "halo" effects (the tendency in making a judgment about one characteristic of a person to be influenced by another characteristic or general impres­ sion of that person) , common errors in test scoring , and use of scoring criteria.

10) Behavioral perspective (p. 10) STUDY Q U ESTI O N S I . What relevance does the case of Daniel Hoffman have t o the practice of school and clinical psychology? 2. What are the fou r pillars of assessment and how do they complement one another? 3 . What are some important guidelines for using intelligence and special ability tests? 4. Why has testing come under attack and how has it been defended? 5. What technical and clinical skills are needed to become a competent clinical assessor? 6. What are the major parts of the assessment process?

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