Identification and Assessment

By: Thomas E. Scruggs (Editor), Margo A. Mastropieri (Editor)

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Hardcover | 2 July 2003

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256 Pages

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23.5 x 16.51 x 2.54

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Identification and assessment of learning and behavioural disabilities have long been issues of great concern, and have become increasingly important in recent years. Identification and assessment issues determine how students are characterized as having disabilities, provide implications for treatment, and provide evidence for the success or failure of interventions.In this volume, several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data. This book is intended for interested professionals and practitioners; researchers in learning and behavioural disabilities; and graduate students in psychology, education, and special education.

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You Can Find This Book In

Non-Fiction Education Teaching of Specific Groups with Special Educational Needs Teaching of Students with Specific Learning Difficulties & Needs Psychology Psychological Methodology Psychological Testing & Measurement Cognition & Cognitive Psychology Teaching of Students with Emotional & Behavioural Difficulties Medicine Medicine in General Careers Guidance

Industrial or Vocational Training Sociology & Anthropology Sociology Social Research & Statistics

List of Contributors
Issues in the Identification of Learning Disabilities	p. 1
Starting at the Beginning for Learning Disabilities Identification: Response to Instruction in General Education	p. 37
Identification of Non-Responders: Are the Children "Left Behind" by Early Literacy Intervention the "Truly" Reading Disabled?	p. 51
The Role of Reading Intervention Research in the Identification of Children with Reading Difficulties: a Meta-Analysis of the Literature Funded by the Nichd	p. 83
Current Advances in Assessment and Intervention for Children with Learning Disabilities	p. 163
Individuals with Mental Retardation and a Sensorimotor Disorder: Assessment of Disability	p. 191
Does IQ and Reading Level Influence Treatment Outcomes? Implications for the Definition of Learning Disabilities	p. 205
Test Anxiety, Perceived Competence, and Academic Achievement in Secondary School Students	p. 223
The Assessment of Self-Regulation in College Students With and Without Academic Difficulties	p. 231
Subject Index	p. 243
Table of Contents provided by Blackwell. All Rights Reserved.

Identification and Assessment

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Hardcover

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