Contemporary Intellectual Assessment, Second Edition : Theories, Tests, and Issues. Questo articolo non è disponibile.
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Lingua: inglese
Editore: Taylor & Francis Group, 2005
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Codice articolo 5266326-6
- Titolo
- Contemporary Intellectual Assessment, Second Edition : Theories, Tests, and Issues
- Editore
- Taylor & Francis Group
- Anno di pubblicazione
- 2005
- Condizione
- Very Good
- Rilegatura
- Rilegato
- Lingua
- inglese
- ISBN 10
- 1593851251
- ISBN 13
- 9781593851255
- Edizione
- 2 Edition.
- Peso dell'articolo
- 2,941 libbre
- Dimensioni
- N/A
Now in a thoroughly revised and expanded second edition, this comprehensive work provides the most current information about theory and research on assessment of intellectual abilities and processes. Leading test authors, theorists, and scholars review the conceptual and research underpinnings of recent editions of intelligence tests, including the WISC-IV, KABC-II, SB5, and WJ III, and offer recommendations for interpretation. Highlights include new and fully revised chapters on assessment of special populations, including culturally and linguistically diverse individuals, preschoolers, and children with learning disabilities. Other new chapters describe cutting-edge interpretive approaches (e.g., nondiscriminatory and cross-battery methods) and current theories (e.g., CHC theory, Gardner's MI theory, Sternberg's triarchic theory of successful intelligence, Luria's theory of information processing); outline ways to link assessment to interventions; and address standards-based educational reform.
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Informazioni sull’autore
Dawn P. Flanagan, PhD, is Professor of Psychology at St. Johns University in New York. She writes and conducts research on such topics as the structure of intelligence, psychoeducational assessment, learning disabilities evaluation and diagnosis, and professional issues in school psychology. Dr. Flanagans articles and chapters on these topics appear in school and clinical psychology journals and books. She is senior author ofThe Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation,Essentials of Cross-Battery Assessment, The Achievement Test Desk Reference (ATDR): Comprehensive Assessment of Learning Disabilities,Diagnosing Learning Disability in Adulthood, and Essentials of WISC-IV Assessment; coauthor ofThe Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment andEssentials of WJ III Cognitive Assessment; and coeditor of Clinical Use and Interpretation of the WJ III. Dr. Flanagan is a Fellow of the American Psychological Association and Diplomate of the American Board of Psychological Specialties, as well as a past recipient of the APAs Lightner Whitmer Award.
Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrisons articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, includingSchool Psychology Quarterly, the Journal of School Psychology, the Journal of Psychoeducational Assessment, theAmerican Journal on Mental Retardation, and Diagnostique.
Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrisons articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, includingSchool Psychology Quarterly, the Journal of School Psychology, the Journal of Psychoeducational Assessment, theAmerican Journal on Mental Retardation, and Diagnostique.
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