Implementation of IDEA: Integrating response to intervention and cognitive assessment methods

2006 ◽  
Vol 43 (7) ◽  
pp. 753-770 ◽  
Author(s):  
James B. Hale ◽  
Alan Kaufman ◽  
Jack A. Naglieri ◽  
Kenneth A. Kavale
Keyword(s):  
Response To Intervention ◽  
Cognitive Assessment ◽  
Assessment Methods

Are cognitive assessment methods equal? A comparison of think aloud and thought listing

1985 ◽  
Vol 9 (4) ◽  
pp. 399-413 ◽  
Author(s):  
Richard T. Blackwell ◽  
John P. Galassi ◽  
Merna Dee Galassi ◽  
Thomas E. Watson
Keyword(s):  
Cognitive Assessment ◽  
Assessment Methods ◽  
Think Aloud ◽  
Thought Listing

Comparison of cognitive assessment methods with heterosocially anxious college women.

1986 ◽  
Vol 33 (4) ◽  
pp. 401-407 ◽  
Author(s):  
Michael T. Myszka ◽  
John P. Galassi ◽  
William B. Ware
Keyword(s):  
College Women ◽  
Cognitive Assessment ◽  
Assessment Methods

Convergent Validity of Cognitive Assessment Methods

1999 ◽  
Vol 23 (2) ◽  
pp. 294-315 ◽  
Author(s):  
John Chamberlain ◽  
David A. F. Haaga
Keyword(s):  
Cognitive Assessment ◽  
Convergent Validity ◽  
Assessment Methods

GENDER SCHEMATIC PARAPRAXES IN THE ARTICULATED THOUGHTS OF EX-SMOKERS

1990 ◽  
Vol 18 (2) ◽  
pp. 261-266 ◽  
Author(s):  
David A. F. Haaga
Keyword(s):  
Information Processing ◽  
Cognitive Assessment ◽  
Sex Role ◽  
Schema Theory ◽  
Assessment Methods ◽  
Gender Schema ◽  
Sex Role Stereotypes ◽  
Articulated Thoughts ◽  
Gender Schema Theory ◽  
Traditional Roles

The Articulated Thoughts during Simulated Situations (ATSS) para digm for cognitive assessment may be useful for identifying gender schematic information processing. In a study of smoking relapse, several ex-smokers articulated thoughts indicating that they mistook the gender of audiotaped actors whose roles violated sex role stereotypes. The same speakers were never misidentified when portraying more traditional roles. Discussion focused on (a) the possible utility of this finding for research on Gender Schema Theory, and (b) the value of open-ended cognitive assessment methods such as ATSS for enhancing the likelihood of serendipitous findings.

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