Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications

Autor/inn/en	Decker, Scott L.; Hale, James B.; Flanagan, Dawn P.
Titel	Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
Quelle	In: Psychology in the Schools, 50 (2013) 3, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21675
Schlagwörter	Learning Problems; Student Evaluation; Evaluation Methods; Intelligence Tests; Scores; School Psychology; Disabilities; Cognitive Processes; Measures (Individuals); Educational Legislation; Educational History; Intervention; Guidelines; Counselor Training; Disability Identification; School Psychologists; Cognitive Measurement; Reading Comprehension; Academic Ability; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Lernproblem; Schulnote; Studentische Bewertung; Intelligence test; Intelligenztest; Schulpsychologie; Handicap; Behinderung; Cognitive process; Kognitiver Prozess; Messdaten; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte; Richtlinien; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Leseverstehen
Abstract	Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions. However, school psychology training programs have not readily adopted contemporary assessment practices. This article reviews the historical and legislative factors influencing school psychologists' use of intellectual measures for identifying children with learning and other high-incidence disabilities. Distinctions between contemporary cognitive assessment and traditional IQ testing are reviewed. Specific challenges to incorporating evidence-based assessment practice within school psychology training programs are identified. Guidelines for using alternative research-based procedures that include the use of cognitive measures to assess a child's strengths and weaknesses are provided. Potential directions for the application of cognitive theory in educational settings, professional training in appropriate interpretive strategies, and ethical guidance for the appropriate use of cognitive measures are also discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10