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001 ocn886116366
003 OCoLC
005 20240726105253.0
008 140809s2015 nyu ob 001 0 eng d
040 _aEBLCP
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020 _a9780826123497
_q((electronic)l(electronic)ctronic)
020 _a9781322037196
050 0 4 _aBF722
_b.P793 2015
049 _aMAIN
100 1 _aGeva, Esther.
_e1
245 1 0 _aPsychological Assessment of Culturally and Linguistically Diverse Children and Adolescents :
_ba Practitioner's Guide.
_c
260 _aNew York :
_bSpringer Publishing Company,
_c(c)2015.
300 _a1 online resource (358 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _adata file
_2rda
505 0 0 _aCover; Title; Copyright; Contents; Foreword; References; Preface; Acknowledgments; Share Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner's Guide; Chapter 1: Introduction; Chapter 2: Demographic, Policy, and Socioeconomic Contexts of Cultural and Linguistic Diversity; Demographic Trends and Academic Achievement; Policies and Practices That Enhance Academic Achievement and Psychological Well-Being of CLD Children and Adolescents; Nonimmigrant Vulnerable Minority Groups; Aboriginal Peoples: A Snapshot; The Roma: A Snapshot; Implications.
505 0 0 _aSpecial Needs Education for CLD Children and AdolescentsEquity and Due Process; Inclusion; Conclusion; Chapter 3: Research on the Development of Language and Literacy Skills of L2 Learners: Implications for Assessment; A Model for Understanding Language and Literacy in L2 Learners; Simple View of Reading; Specific Issues in L2 Language Development; Contextual, Sociocultural, Home, and Family Factors; Typical and Atypical Language and Literacy Development in L2 Learners: Implications for Assessment; Development of OLP in L2; L2 Word-Level Reading Skills; L2 Text-Reading Fluency.
505 0 0 _aL2 Reading ComprehensionL2 Spelling Skills; L2 Written Expression; Conclusion; Notes; Chapter 4: Gaining an Understanding of the Individual and Family Context; Influence of Cultural Differences; Individualism/Collectivism; Mind-Body Dualism; High/Low Context; Short-/Long-Term Orientation; Values for Academic Achievement; Tolerance for Ambiguity and Diversity; Family Structure and Gender Roles; Acculturation; Developing Trust; Acquiring an Understanding About the Family's Perspective on the Child's Development; Social Supports; Language and Immigration History.
505 0 0 _aCaregiver and Child Cultural Norms and Values, and AcculturationAttributions; Parenting Stress; Working with Linguistic and Cultural Interpreters; Conclusion; To Do or Not to Do: Understanding the Family Context; Chapter 5: Assessment of Oral Language Proficiency; Issues to Consider; Factors to Consider in Interpreting L2 Assessment Data; Advantages of Assessing Children in the L1; Challenges of Assessing Children in Their L1; Methods for Assessing Olp in L2 Students; Standardized Tests and Research-Based Tasks; Language Samples; Response to Intervention/Dynamic Assessment.
505 0 0 _aSpecific Methods for Assessing L1 Language and Literacy SkillsPutting the Pieces Together; Conclusion; To Do or Not to Do: Assessing OLP; Chapter 6: Assessment of Intelligence; Defining and Conceptualizing Intelligence in a Multicultural Context; Validity of Measures of Cognitive Ability for CLD Children and Adolescents?; Issues to Consider When Evaluating Intelligence; Developing Rapport; Crystallized Versus Fluid Intelligence; Discrepancy Definitions of LD; Adaptive Behavior and Intelligence; When to Assess Intellectual Ability Using Standardized IQ Tests.
500 _aStrategies for Assessment of Intelligence in CLD Children.
520 0 _aThis is the only text for school and clinical psychologists and other mental health professionals to provide a systematic developmental framework for assessment, diagnosis, and consultation of children and adolescents from diverse linguistic and cultural backgrounds. Reflecting the most current research, it provides much-needed, practical strategies for helping students who require adaptations beyond traditional psychological assessment methods. The authors describe the linguistic and cultural issues to consider when assessing students from diverse backgrounds, with a particular focus on child.
504 _a2
530 _a2
_ub
650 0 _aPsychological tests for children.
650 0 _aMulticulturalism.
650 0 _aMultilingualism.
650 0 _aChild psychology.
655 1 _aElectronic Books.
700 1 _aWiener, Judith.
856 4 0 _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=827381&site=eds-live&custid=s3260518
_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942 _cOB
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_m2015
_QOL
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994 _a92
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999 _c94743
_d94743
902 _a1
_bCynthia Snell
_c1
_dCynthia Snell