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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Bibliographic Details
Published inNational Association of School Psychologists. Communique Vol. 48; no. 5; p. 38
Main Author Platt, Sara
Format Book Review
LanguageEnglish
Published Bethesda National Association of School Psychologists 01.01.2020
Subjects
Auditory Perception
Disability
Learning disabilities
Neuropsychology
Reading
Response to Intervention
School psychologists
Writing
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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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ISSN:0164-775X