A Bilingual (English and Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: A Cross Battery Approach

Autor/inn/en	Olvera, Pedro; Gomez-Cerrillo, Lino
Titel	A Bilingual (English and Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: A Cross Battery Approach
Quelle	In: Contemporary School Psychology, 15 (2011), S.117-127 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
Schlagwörter	School Psychologists; Learning Disabilities; Second Language Learning; Bilingualism; Psychoeducational Methods; Federal Legislation; Evaluation; Response to Intervention; English (Second Language); Spanish; United States + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Learning handicap; Lernbehinderung; Zweitsprachenerwerb; Bilingualismus; Bundesrecht; Evaluierung; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; USA
Abstract	The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish- and English-speaking children who are classified as ELL. This article presents a bilingual assessment model that incorporates Cattell-Horn Carroll (CHC) based instruments. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language). The writers present cognitive assessments that are available in English, Spanish, and nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments, the school psychologist is in a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions. (Contains 5 figures and 3 tables.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10