By Jerome M Sattler
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Extra resources for Assessment of children, revised and updated third edition
5) Cultural diversity (p. 6) Clinician (p. 6) Normative-developmental perspective (p. 10) Behavioral perspective (p. 10) STUDY Q U ESTI O N S I . What relevance does the case of Daniel Hoffman have t o the practice of school and clinical psychology? 2. What are the fou r pillars of assessment and how do they complement one another? 3 . What are some important guidelines for using intelligence and special ability tests? 4. Why has testing come under attack and how has it been defended? 5. What technical and clinical skills are needed to become a competent clinical assessor?
He 's just come from school with an 10 of 1 041 Should I put him right to bed? " Copyright 1 955, Cowles Magazines, Inc. explaining your findings and recommendations . If chil dren or parents are at the conference they may be anxious and defensive, in which case you will need to be able to deal with their reactions . Being thoroughly familiar with the subject matter presented in this text will enable you to present and defend your findings clearly and systemat ically. The assessment should not stop with the report.
Edelbrock, 1984) . First, in epidemiological surveys, nor mative data help us to determine what constitutes normal or deviant functioning for particular age groups and sexes. Data on the distribution of scores on various te ts and on the incidence and prevalence of behavioral problems help set standards for determining significant cognitive, affec tive, and behavioral deviations . Second, normative data help us to select appropriate target areas and behaviors that need change and remediation .