000			03793cam a2200469 i 4500
001			ocn944248648
003			OCoLC
005			20240726105016.0
008			160310s2015 dcu ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dYDXCP _dRRP _dEBLCP _dP@U _dYDX _dTEFOD _dCCO _dOCLCA _dMERUC _dOCLCO _dAGLDB _dOCLCO _dLOA _dCOCUF _dICA _dK6U _dSTF _dOCLCQ _dOCLCO _dPIFAG _dFVL _dOCLCQ _dZCU _dU3W _dD6H _dWRM _dOCLCF _dOCLCO _dOCLCQ _dVTS _dEZ9 _dVT2 _dOCLCQ _dWYU _dG3B _dTKN _dDKC _dOCLCQ _dOCLCO _dOCLCQ _dOCLCA _dAU@ _dB@L _dAJS _dOCLCO _dOCLCQ _dOCLCO
020			_a9781563686511 _q((electronic)l(electronic)ctronic)
050	0	4	_aHV2391 _b.P793 2015
049			_aMAIN
100	1		_aMiller, Margery Staman, _d1945- _e1
245	1	0	_aPsychological and psychoeducational assessment of children and adolescents who are deaf and hard of hearing /Margery Miller, Tania N. Thomas-Presswood, Kurt Metz, and Jennifer Lukomski.
260			_aWashington, DC : _bGallaudet University Press, _c(c)2015.
300			_a1 online resource (xi, 217 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_a1. Introduction -- _t2. Test Construction and Measurement Issues -- _t3. Diversity and Cultural Competence -- _t4. Family Involvement in the Assessment Process -- _t5. Neuropsychological Assessment -- _t6. Methods of Determining Nonverbal Intelligence -- _t7. Assessing Verbal and Linguistically Based Cognitive and Language Skills With Children Who Are Deaf and Hard of Hearing: Sorting Out the Complexities -- _t8. Assessment of Behavior and Social-Emotional Functioning -- _t9. Ascertaining Academic Achievement -- _t10. Summary and Future Directions.
520	0		_aThe obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet professionals are regularly asked to conduct comprehensive evaluations to determine resource and program eligibility, test modifications in school, classroom and home recommendations, and referrals. In this important new text, the authors define the skills required of the examiners, explain the complex nature of these assessments, and describe ways to intelligently use existing tests. Authors Margery S. Miller, Tania Thomas-Presswood, Kurt Metz, and Jennifer Lukomski bring a wealth of knowledge and experience to this in-depth treatment of topics essential to educators and school psychologists. They cover such critical areas as test construction and measurement; the diversity in American Deaf culture; the role of parents in the assessment process; neuropsychological assessments; nonverbal methods for assessing intelligence; and the need for sign language competency when testing cognitive and language skills. The text concludes with recommendations for the development of valid and reliable tests for all students who are deaf and hard of hearing.
530			_a2 _ub
650		0	_aDeaf children _xPsychological testing.
650		0	_aHearing impaired children _xPsychological testing.
650		0	_aDeaf students _xPsychological testing.
650		0	_aPsychodiagnostics.
650		0	_aChildren.
650		0	_aPsychological tests.
650	1	2	_aPersons With Hearing Impairments
650	1	2	_aChild
650	1	2	_aAdolescent
650	2	2	_aPsychological Tests
650	2	2	_aEducational Measurement _xmethods
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1193835&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hHV _m2015 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c85888 _d85888
902			_a1 _bCynthia Snell _c1 _dCynthia Snell