Current psychological assessment practices in obesity surgery programs: what to assess and why

2010 ◽  
Vol 23 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Charles B Pull
Keyword(s):  
Obesity Surgery ◽  
Psychological Assessment ◽  
Assessment Practices ◽  
Current Psychological

Current psychological assessment practices.

1976 ◽  
Vol 7 (4) ◽  
pp. 475-484 ◽  
Author(s):  
William R. Brown ◽  
John M. McGuire
Keyword(s):  
Psychological Assessment ◽  
Assessment Practices ◽  
Current Psychological

The Oxford Handbook of Child Psychological Assessment

2013 ◽  
Keyword(s):  
Psychological Assessment ◽  
Children And Youth ◽  
Assessment Practices ◽  
Psychoeducational Assessment ◽  
Child Assessment ◽  
Research And Practice ◽  
Fourth Section ◽  
New Methods ◽  
Achievement Behavior ◽  
Current Psychological

The psychological assessment of children and youth has undergone some of the greatest developments, and those developments are the focus of this Handbook. The volume is organized primarily, but not exclusively, around clinical and psychoeducational assessment issues. It revisits the foundations that underlie current psychological assessment practices. Linked with these foundations are chapters addressing some of the fundamental principles of child assessment that focus on ability, achievement, behavior, and personality. Theory offers guidance in practice when techniques change, new methods are introduced, and new data are presented, as well as when psychologists encounter new presenting issues and circumstances with patients, or when asked new questions by referral sources; some specific examples are provided in the fourth section of this volume. The book hopes to see theory integrated with research and practice to enable readers to view the articles in this book, as well as future publications, not just more profitably but critically as well.

Psychological Assessment Practices in Juvenile Forensic Settings

1983 ◽  
Vol 52 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Jack P. Haynes ◽  
Judith Peltier
Keyword(s):  
Psychological Assessment ◽  
Thematic Apperception Test ◽  
Assessment Practices ◽  
Intelligence Scale ◽  
Testing Procedures ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Thematic Apperception ◽  
Figure Drawings ◽  
Wide Range Achievement

The psychological staff of 35 juvenile forensic psychological clinics were surveyed about psychological testing procedures used in assessing male juvenile delinquents. The Rorschach and the Wechsler Intelligence Scale for Children-Revised were widely used as were projective figure drawings, Bender-Gestalt, Thematic Apperception Test, and Wide Range Achievement Test. The results were similar to prior research in relation to non-juvenile, non-forensic populations. No correlation was found between test selection and length of experience in a juvenile forensic setting or degree status of the examiner. The results highlight the need for new tests of greater psychometric purity focused on the needs of specific populations.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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