{"product_id":"comprehensive-evaluations-isbn-9780470617915","title":"Comprehensive Evaluations","description":"\u003cb\u003eAn invaluable collection of sample case reports from experts in child and adolescent assessment\u003c\/b\u003e  \u003cp\u003eWith contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale Roid—\u003ci\u003eComprehensive Evaluations\u003c\/i\u003e provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student's school-related difficulties, from preschool to postsecondary level.\u003c\/p\u003e \u003cp\u003eA wellspring of information for educational professionals, \u003ci\u003eComprehensive Evaluations\u003c\/i\u003e provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, different theoretical perspectives and paradigms, and span a broad spectrum of disabilities.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe diagnostic reports found within \u003ci\u003eComprehensive Evaluations\u003c\/i\u003e will help:\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eExpand your familiarity with widely used test instruments\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eEnhance your understanding of the interpretation of test scores\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eImprove your ability to tailor written reports to the purposes of the evaluation\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eTranslate assessment results into meaningful treatment recommendations\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eRecognize the differences in what evaluators from various school districts, agencies, and private practices consider to be a comprehensive evaluation\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAppreciate how your theoretical perspective and choice of tests can influence diagnostic conclusions\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eDetermine a report writing style that meets your needs\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eComprehensive Evaluations\u003c\/i\u003e deftly illustrates how thorough assessments help empirically pinpoint the reasons a student is struggling in school, which then allows an evaluator to select the most appropriate accommodations and interventions to help the student succeed.\u003c\/p\u003e  Acknowledgments.  \u003cp\u003eList of Contributors.\u003c\/p\u003e \u003cp\u003eForeword (\u003ci\u003eJohn O. Willis, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e1 Assessment of Individuals with Autism: Procedures and Pitfalls (\u003ci\u003eSally Logerquist, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e2 Neuropsychological Evaluation of a Young Child with a Seizure Disorder (\u003ci\u003eMarshall Andrew Glenn, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e3 Language Assessment of a Sibling of a Child with Autism (\u003ci\u003eDale A. Bailey, M.A., CCC-SLP\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e4 Cognitive and Achievement Correlates of Language Disorders (\u003ci\u003eStephen Camarata, Ph.D., CCC-SLP, and Mary N. Camarata, M.S., CCC-SLP\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e5 Comorbidity and Cumulative Effects of Inattention, Poor Emotional Control, and Language Problems on Academic Achievement in Early Childhood (\u003ci\u003eR. W. Kamphaus, Ph.D., and Tara C. Raines, Psy.S.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e6 How a Weakness in Attention Can Mask True Learning Capabilities and Achievement Gains (\u003ci\u003eEva M. Prince, Ed.S\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e7 Associative Memory Disorder: An Unexpected Struggle Resulting in Difficulty with Basic Skill Acquisition (\u003ci\u003eJames M. Creed, M.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e8 Evaluation of a Bilingual Student with a History of Language Delay: Differentiating Between a Language Impairment and Second Language Learning (\u003ci\u003eBrigid Garvin, M.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e9 Twice-Exceptional: A Gifted Child with Concomitant Learning Disabilities (\u003ci\u003eAimee Yermish, Psy.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e10 An Elementary School Student with a Specific Learning Disability in Reading: Use of the DAS-II to Generate and Test Causal Hypotheses (\u003ci\u003eColin D. Elliott, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e11 Using a Pattern of Strengths and Weaknesses Approach in a Complex Case (\u003ci\u003eJames Hanson, M.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e12 Learning Is the Best Therapy: The Emotional Consequences of a Learning Disability (\u003ci\u003eLynne E. Jaffe, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e13 Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability (\u003ci\u003eSamuel O. Ortiz, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e14 Using the PASS Theory to Uncover Disorders in Basic Psychological Processes: An Example of Specific Learning Disability (\u003ci\u003eJack A. Naglieri, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e15 Neuropsychological Evaluation of a Child with a Brain Injury at Birth (\u003ci\u003eSam Goldstein, Ph.D., and Sean Cunningham, M.S.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e16 Missing Out on Early Intervention: The Delay of Appropriate Services for a Child with SLD (\u003ci\u003eNancy Mather, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e17 Learning Disabilities and Mathematics: A School Psychological Framework (\u003ci\u003eSteven G. Feifer, D.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e18 The Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV in a Neuropsychological Context (\u003ci\u003eTulio M. Otero, Ph.D., and Jack A. Naglieri, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e19 Reestablishing Eligibility and Reevaluation Post Natural Disaster (\u003ci\u003eTara C. Raines, Psy.S., and Cecil Reynolds, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e20 Psychoeducational Assessment of a Child with High-Functioning Autism Using a Problem-Solving Approach (\u003ci\u003eJoel S. Hanania, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e21 RTI Data and Cognitive Assessment Are Both Useful for SLD Identification and Intervention Planning (\u003ci\u003eDawn Flanagan, Ph.D., and Vincent Alfonso, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e22 Specific Learning Disability Report: The Importance of Professional Judgment (\u003ci\u003eEdward Schultz, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e23 Integrating RTI with an Individual Comprehensive Assessment to Identify a Specific Learning Disability in Reading (\u003ci\u003eDonna Rury Smith, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e24 Assessing a Child with a Nonspecific Pervasive Development Disorder: Can a Nonverbal Cognitive Measure Help? (\u003ci\u003eR. Steve McCallum, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e25 Difficulty Versus Disability? A Student Struggling with Math (\u003ci\u003eJohn M. Garruto, D.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e26 Psychoeducational Assessment of a Student with a Visual Impairment Using the Woodcock-Johnson III Tests of Achievement—Braille Adaptation (\u003ci\u003eKimberly Morris, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e27 Differential Diagnosis: ADHD, Emotional Disturbance, or Asperger’s Syndrome? (\u003ci\u003eElaine Fletcher-Janzen, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e28 The Heterogeneity and Complexities of Children with Developmental Delays (\u003ci\u003eMelissa M. King, M.Ed., and Mary C. Wright, M.A.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e29 Differential Diagnosis: Emotional Disturbance or Conduct Disorder? (\u003ci\u003eElaine Fletcher-Janzen, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e30 Integration of Post-Referral Progress Monitoring Data in a Specific Learning Disability Evaluation (\u003ci\u003eRobert Misak, M.A., M.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e31 Sweet Child (But Only When Not in School) (\u003ci\u003eMitchel D. Perlman, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e32 Psychoeducational Evaluation of a Bilingual Student with a Visual Impairment (\u003ci\u003eSarah Gaines, Psy.S.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e33 Memory and Processing Assessments: A Report for Parents (\u003ci\u003eMilton J. Dehn, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e34 Oral and Written Language Influences on Academic and Social Functioning: A Whole Child Approach (\u003ci\u003eBlanche Podhajski, Ph.D., and Frances Ingram, M.A.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e35 Process Assessment of the Learner, 2nd Edition (PAL-II): Comprehensive Assessment for Evidence-Based, Treatment-Relevant Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWLLD), and Dyscalculia (\u003ci\u003eVirginia W. Berninger, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e36 Math Problem Solving: Applying a Processing Model to LD Determination (\u003ci\u003eGail M. Cheramie, Ph.D., Linda Hernandez Parks, M.A., and Ashley Schuler, M.A.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e37 \"Nonverbal\" Learning Disabilities or Asperger's Syndrome? Clarification Through Cognitive Hypothesis Testing (\u003ci\u003eLisa A. Hain, Psy.D., and James B. Hale, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e38 Applying a Multilevel Interpretive Framework with an Emphasis on the Assessment of Executive Functions (\u003ci\u003eGeorge McCloskey, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e39 The Assessment of \"Nonverbal\" Learning Disabilities (\u003ci\u003eChristopher J. Nicholls, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e40 Actively Involving an Adolescent in the Evaluation Process from Intake to Feedback: Promoting Positive Outcomes (\u003ci\u003eElizabeth O. Lichtenberger, Ph.D., and Nadeen L. Kaufman, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e41 A Comprehensive Evaluation of a High School Student: When Social-Emotional Functioning and Specific Learning Disabilities Interact (\u003ci\u003eToby D. Laird, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e42 ADHD: To Be or Not to Be? That Was the Question (\u003ci\u003eRon Dumont, Ed.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e43 Assessing an Adolescent English Language Learner: Teasing Apart the Threads of Two Languages (\u003ci\u003eDeborah Rhein, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e44 Neuropsychological Evaluation of an Adolescent with Moderate Mental Retardation: The Importance of Making an Accurate Diagnosis (\u003ci\u003eJanice Sammons, Ph.D., and Judith M. Kroese, Ph.D., CCC-SLP\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e45 The Impact of Slow Processing Speed on Performance (\u003ci\u003eJane McClure, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e46 Falling Through the Cracks: An Adolescent with a Severe Reading Disability (\u003ci\u003eBashir Abu-Hamour, Ph.D., Annmarie Urso, Ph.D., and Nancy Mather, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e47 A Multiple Measures Approach to Assessing a Student Who Is Deaf (\u003ci\u003eLisa S. Coyner, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e48 Comprehensive Assessment of an Attention-Based Learning Problem: Capturing the Relevance of \"Psychological Vital Signs\" (\u003ci\u003eThomas M. Brunner, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e49 Psychoeducational Assessment of a Juvenile Offender in a Correctional Setting (\u003ci\u003eChristina Vasquez, Ed.S., and Richard Morris, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e50 When the Child with Specific Learning Disabilities Grows Up (\u003ci\u003eNicole Ofiesh, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e51 A Comprehensive Evaluation of a High-Functioning Secondary Student with Dyslexia (\u003ci\u003eChris Coleman, M.A.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e52 Use of Nonverbal Cognitive Assessment to Distinguish Learning Disabilities from Second Language Learning Difficulties (\u003ci\u003eSherry Mee Bell, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e53 The Enduring Nature of Specific Learning Disability: A College Freshman with a Specific Reading Disability (\u003ci\u003eBarbara J. Wendling, M.A.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e54 Comprehensive Evaluation of a Hard of Hearing High School Student in a Rural Setting (\u003ci\u003eKelly Metz, M.Ed.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e55 Assessment of a Cognitively Capable Student Who Is Struggling to Succeed in College (\u003ci\u003eAndrew Shanock, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e56 Making the Most of One's Strengths: When Verbal Intelligence and Dedication to Succeed Overcome Late Identification (\u003ci\u003eMichael E. Gerner, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e57 Use of the Stanford-Binet Fifth Edition in a Brain Injury Case (\u003ci\u003eGale Roid, Ph.D., and Krystle Edwards, B.S.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e58 Psychoeducational Evaluation of an Adult for LD and ADHD: Integrating Neuropsychological Measures into Cross-Battery Assessment (\u003ci\u003eCathy Fiorello, Ph.D.\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eAppendix A: Table of Reports.\u003c\/p\u003e \u003cp\u003eAppendix B: Guidelines for Writing Psychoeducational Assessment Reports.\u003c\/p\u003e \u003cp\u003eAppendix C: Test Acronyms.\u003c\/p\u003e  \u003cb\u003eNancy Mather\u003c\/b\u003e, PhD, is a Professor of Learning Disabilities at the University of Arizona. A coauthor on the \u003ci\u003eWoodcock-Johnson III\u003c\/i\u003e, she specializes in the areas of assessment, reading, and writing. She has served as a learning disabilities teacher, diagnostician, university professor, and educational consultant.  \u003cp\u003e\u003cb\u003eLynne E. Jaffe\u003c\/b\u003e, PhD, is an Adjunct Assistant Professor of Learning Disabilities at the University of Arizona. She maintains a private practice in evaluation, consultation, and educational therapy for students with learning disabilities. She is coauthor with Nancy Mather of \u003ci\u003eWoodcock-Johnson III: Reports, Recommendations, and Strategies\u003c\/i\u003e (published by Wiley).\u003c\/p\u003e  \u003cb\u003eAn invaluable collection of sample case reports from experts in child and adolescent assessment\u003c\/b\u003e  \u003cp\u003eWith contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale Roid—\u003ci\u003eComprehensive Evaluations\u003c\/i\u003e provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student's school-related difficulties, from preschool to postsecondary level.\u003c\/p\u003e \u003cp\u003eA wellspring of information for educational professionals, \u003ci\u003eComprehensive Evaluations\u003c\/i\u003e provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, different theoretical perspectives and paradigms, and span a broad spectrum of disabilities.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe diagnostic reports found within \u003ci\u003eComprehensive Evaluations\u003c\/i\u003e will help:\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eExpand your familiarity with widely used test instruments\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eEnhance your understanding of the interpretation of test scores\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eImprove your ability to tailor written reports to the purposes of the evaluation\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eTranslate assessment results into meaningful treatment recommendations\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eRecognize the differences in what evaluators from various school districts, agencies, and private practices consider to be a comprehensive evaluation\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAppreciate how your theoretical perspective and choice of tests can influence diagnostic conclusions\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eDetermine a report writing style that meets your needs\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eComprehensive Evaluations\u003c\/i\u003e deftly illustrates how thorough assessments help empirically pinpoint the reasons a student is struggling in school, which then allows an evaluator to select the most appropriate accommodations and interventions to help the student succeed.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988961247461,"sku":"NP9780470617915","price":100.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470617915.jpg?v=1761782222","url":"https:\/\/k12savings.com\/es\/products\/comprehensive-evaluations-isbn-9780470617915","provider":"K12savings","version":"1.0","type":"link"}