EVIDENCE-BASED SELECTIVE ASSESSMENT FOR ACADEMIC DISORDERS
While many school psychologists in the past were trained to give complete diagnostic batteries such as the WJ-IV Tests of Achievement as standard practice, this book presents a cross-battery assessment process that is based on actual clinical cases of individuals with learning disabilities in readin...
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Published in | National Association of School Psychologists. Communique Vol. 48; no. 5; p. 38 |
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Main Author | |
Format | Book Review |
Language | English |
Published |
Bethesda
National Association of School Psychologists
01.01.2020
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Subjects | |
Online Access | Get full text |
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Summary: | While many school psychologists in the past were trained to give complete diagnostic batteries such as the WJ-IV Tests of Achievement as standard practice, this book presents a cross-battery assessment process that is based on actual clinical cases of individuals with learning disabilities in reading, writing, math, and general academic disorders. Appendix C suggests evidence-based interventions based on deficits such as learning and memory, cognitive processing, auditory processing, reading, writing, math, visual spatial processing, and reasoning. Due to the specificity of the suggested test batteries for specific disability types, this book would make a good addition to any practicing school psychologist's library or to material taught in a graduate training program. |
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Bibliography: | SourceType-Other Sources-1 ObjectType-Review-1 content type line 1 |
ISSN: | 0164-775X |