Research into Practice: Cattell-Horn-Carroll Cognitive Assessment in Practice--Eligibility and Program Development Issues

Autor/inn/en	Fiorello, Catherine A.; Primerano, Diane
Titel	Research into Practice: Cattell-Horn-Carroll Cognitive Assessment in Practice--Eligibility and Program Development Issues
Quelle	In: Psychology in the Schools, 42 (2005) 5, S.525-536 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20089
Schlagwörter	Program Development; Intervention; Identification; School Psychology; Mental Retardation; Learning Disabilities; Eligibility; Cognitive Ability; Cognitive Processes; Reading Achievement; Writing Achievement; Mathematics Achievement; Cognitive Tests + Suchen Sie Ihr Suchwort? Programmplanung; Identifikation; Identifizierung; Schulpsychologie; Geistige Behinderung; Learning handicap; Lernbehinderung; Eignung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kognitiver Fähigkeitstest
Abstract	In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a focus on learning disabilities and mental retardation eligibility, and program development, with a focus on linking assessment to intervention design. We present case studies that illustrate the application of CHC-based cognitive assessment to identification and intervention development. (Contains 1 figure and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10