{"product_id":"revealing-minds-isbn-9780787987909","title":"Revealing Minds","description":"\u003ci\u003eRevealing Minds\u003c\/i\u003e is a practical, hands-on guide to assessing learning problems, based on the approach of All Kinds of Minds, the groundbreaking nonprofit institute co-founded by Mel Levine. Whereas most assessments of struggling learners focus on what is \"broken\" within a student and needs to be fixed, All Kinds of Minds has adopted a more positive and comprehensive approach to the process. Rather than labeling children or categorizing them into certain pre-defined groups, their optimistic and helpful path creates a complete picture (or \"profile\") of each student, outlining the child’s assets along with any weaknesses, and identifying specific breakdown points that lead to problems at school.  \u003cp\u003eThe process of assessment should be able to answer a question such as, \"Why is my son struggling with reading?\" with a better answer than, \"Because he has a reading disability.\" \u003ci\u003eRevealing Minds\u003c\/i\u003e shows how to discover hidden factors—such as language functioning, memory ability, or attention control—that are impeding a student’s learning. It goes beyond labels and categories to help readers understand what's really going on with their students and create useful learning plans.\u003c\/p\u003e \u003cp\u003eProviding scores of real-life examples, definitions of key terms, helpful diagrams, tables, and sample assessments, Pohlman offers a useful roadmap for educators, psychologists, and other professionals to implement the All Kinds of Minds approach in their own assessments.\u003c\/p\u003e  Foreword.  \u003cp\u003ePreface.\u003c\/p\u003e \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003eThe Author.\u003c\/p\u003e \u003cp\u003eAbout \u003ci\u003eRevealing Minds.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAbout All Kinds of Minds.\u003c\/p\u003e \u003cp\u003e1 Assessing to Understand.\u003c\/p\u003e \u003cp\u003eThe Case for Phenomenology.\u003c\/p\u003e \u003cp\u003eProfiles as Tools for Understanding Students.\u003c\/p\u003e \u003cp\u003eAnswering the Question Why? (and Why That Matters).\u003c\/p\u003e \u003cp\u003eIdentifying Assets (and Why They Matter).\u003c\/p\u003e \u003cp\u003eNeurodevelopmental Variation as Normal Variation.\u003c\/p\u003e \u003cp\u003eWhy the Focus on Assessment.\u003c\/p\u003e \u003cp\u003eThe Approach of This Book.\u003c\/p\u003e \u003cp\u003eMy Perspective and Background.\u003c\/p\u003e \u003cp\u003eAssessment Is Both Complex and Simple.\u003c\/p\u003e \u003cp\u003e2 The Need for a Framework.\u003c\/p\u003e \u003cp\u003eThe Prepared Mind.\u003c\/p\u003e \u003cp\u003eThe Pitfalls of Being Atheoretical.\u003c\/p\u003e \u003cp\u003eConceptual Correctness.\u003c\/p\u003e \u003cp\u003eTheoretical Frameworks for Understanding Learning.\u003c\/p\u003e \u003cp\u003eA Neurodevelopmental Framework.\u003c\/p\u003e \u003cp\u003eOther Factors That May Impede Learning.\u003c\/p\u003e \u003cp\u003eSelecting a Framework: A Choice for the Professional.\u003c\/p\u003e \u003cp\u003e3 The Art of Task-Analysis.\u003c\/p\u003e \u003cp\u003eTwo Types of Reasoning.\u003c\/p\u003e \u003cp\u003eAnalysis of Academic Skills.\u003c\/p\u003e \u003cp\u003eAnalysis of Assessment Tasks.\u003c\/p\u003e \u003cp\u003eConstructing Learning Plans.\u003c\/p\u003e \u003cp\u003eTask-Analysis as an Assessment Tool.\u003c\/p\u003e \u003cp\u003e4 Making Linkages.\u003c\/p\u003e \u003cp\u003eFunctions Versus Skills.\u003c\/p\u003e \u003cp\u003eLinkages.\u003c\/p\u003e \u003cp\u003eWhy Linkages Matter.\u003c\/p\u003e \u003cp\u003eMajor Linkages Between Skill Deficits and Neurodevelopmental Functions.\u003c\/p\u003e \u003cp\u003e5 Assessing from Multiple Angles.\u003c\/p\u003e \u003cp\u003eAssessment and Testing.\u003c\/p\u003e \u003cp\u003eMulti-Method Assessment.\u003c\/p\u003e \u003cp\u003eQualitative and Quantitative Findings.\u003c\/p\u003e \u003cp\u003eDynamic and Standardized Techniques.\u003c\/p\u003e \u003cp\u003eLimit Testing.\u003c\/p\u003e \u003cp\u003eWhat History Can Reveal.\u003c\/p\u003e \u003cp\u003eAssets and Affinities.\u003c\/p\u003e \u003cp\u003eThe Case for Teamwork.\u003c\/p\u003e \u003cp\u003eAssessment as a Process.\u003c\/p\u003e \u003cp\u003eComparing and Contrasting Angles.\u003c\/p\u003e \u003cp\u003e6 A Better Use of the Discrepancy Concept.\u003c\/p\u003e \u003cp\u003eClinical Contrasts.\u003c\/p\u003e \u003cp\u003eAcademic Task to Academic Task.\u003c\/p\u003e \u003cp\u003eNeurodevelopmental Task to Neurodevelopmental Task.\u003c\/p\u003e \u003cp\u003eNeurodevelopmental Task to Academic Task.\u003c\/p\u003e \u003cp\u003eClinical Branching Logic.\u003c\/p\u003e \u003cp\u003eContrasts in History Reports.\u003c\/p\u003e \u003cp\u003eA Tool for Better Understanding.\u003c\/p\u003e \u003cp\u003e7 Searching for Recurring Themes.\u003c\/p\u003e \u003cp\u003eMaking the Case.\u003c\/p\u003e \u003cp\u003eExamples of Recurring Themes.\u003c\/p\u003e \u003cp\u003ePotential Hazards in the Search for Recurring Themes.\u003c\/p\u003e \u003cp\u003eTactics for Organizing Findings.\u003c\/p\u003e \u003cp\u003eChange in Course.\u003c\/p\u003e \u003cp\u003e8 Assessing Attention.\u003c\/p\u003e \u003cp\u003eThe Construct of Attention.\u003c\/p\u003e \u003cp\u003eSome Important Distinctions.\u003c\/p\u003e \u003cp\u003eGeneral Assessment Considerations.\u003c\/p\u003e \u003cp\u003eTasks Designed to Assess Aspects of Attention.\u003c\/p\u003e \u003cp\u003eTask-Analysis for Attention.\u003c\/p\u003e \u003cp\u003eAttention Signs and Symptoms.\u003c\/p\u003e \u003cp\u003eSecondary Attention Deficits.\u003c\/p\u003e \u003cp\u003e9 Assessing Memory.\u003c\/p\u003e \u003cp\u003eThe Construct of Memory.\u003c\/p\u003e \u003cp\u003eSome Important Distinctions.\u003c\/p\u003e \u003cp\u003eGeneral Assessment Considerations.\u003c\/p\u003e \u003cp\u003eTasks Designed to Assess Types of Memory.\u003c\/p\u003e \u003cp\u003eTask-Analysis for Memory.\u003c\/p\u003e \u003cp\u003eMemory Signs and Symptoms.\u003c\/p\u003e \u003cp\u003e10 Assessing Language.\u003c\/p\u003e \u003cp\u003eThe Construct of Language.\u003c\/p\u003e \u003cp\u003eSome Important Distinctions.\u003c\/p\u003e \u003cp\u003eGeneral Assessment Considerations.\u003c\/p\u003e \u003cp\u003eTasks Designed to Assess Components of Language.\u003c\/p\u003e \u003cp\u003eTask-Analysis for Language.\u003c\/p\u003e \u003cp\u003eLanguage Signs and Symptoms.\u003c\/p\u003e \u003cp\u003e11 Other Neurodevelopmental Factors to Consider.\u003c\/p\u003e \u003cp\u003eSpatial Ordering.\u003c\/p\u003e \u003cp\u003eTemporal-Sequential Ordering.\u003c\/p\u003e \u003cp\u003eNeuromotor Function.\u003c\/p\u003e \u003cp\u003eConceptualization.\u003c\/p\u003e \u003cp\u003eReasoning and Logic.\u003c\/p\u003e \u003cp\u003eCreativity.\u003c\/p\u003e \u003cp\u003eSocial Cognition.\u003c\/p\u003e \u003cp\u003eCross-Construct Phenomena.\u003c\/p\u003e \u003cp\u003eDegree of Context.\u003c\/p\u003e \u003cp\u003eOther Factors That Can Affect Learning.\u003c\/p\u003e \u003cp\u003eOrganization.\u003c\/p\u003e \u003cp\u003eTurning the Corner.\u003c\/p\u003e \u003cp\u003e12 Telling the Story.\u003c\/p\u003e \u003cp\u003eImportance of Demystification.\u003c\/p\u003e \u003cp\u003eGuidelines for Written Reports.\u003c\/p\u003e \u003cp\u003eCommunicating Outside the Box.\u003c\/p\u003e \u003cp\u003e13 Understanding to Assess.\u003c\/p\u003e \u003cp\u003eHaving New Eyes.\u003c\/p\u003e \u003cp\u003eMaking the Case.\u003c\/p\u003e \u003cp\u003eThe Virtues of Splitting.\u003c\/p\u003e \u003cp\u003eFraming the Work.\u003c\/p\u003e \u003cp\u003ePreparing the Mind.\u003c\/p\u003e \u003cp\u003ePassionate Curiosity.\u003c\/p\u003e \u003cp\u003eTalking the Talk and Walking the Walk.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eGlossary of Terms.\u003c\/p\u003e \u003cp\u003eAppendix A: Supporting Research for a Neurodevelopmental Framework.\u003c\/p\u003e \u003cp\u003eAppendix B: Assessment Task-Analysis Guide.\u003c\/p\u003e \u003cp\u003eAppendix C: Index of Potential Findings.\u003c\/p\u003e \u003cp\u003eAppendix D: Tests and Batteries for Neurodevelopmental Assessment.\u003c\/p\u003e \u003cp\u003eAppendix E: Learning Plan Resources.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e \u003cb\u003eCraig Pohlman\u003c\/b\u003e, Ph.D., NCSP, is a licensed psychologist at All Kinds of Minds, a nonprofit institute helping struggling learners improve their success in school and in life. He has conducted and supervised thousands of assessments of students from kindergarten through college.  \u003cp\u003eRevealing Minds is a hands-on guide for assessing learning problems in school-aged students, based on the philosophy of All Kinds of Minds, the cutting-edge institute co-founded by renowned pediatrician and author Mel Levine. Written by psychologist Craig Pohlman, the book presents a unique approach that stresses the importance of identifying a student's assets and uncovering breakdown points that lead to problems in school. It is filled with real-life examples, definitions of key terms, diagrams, and sample assessment tasks.\u003c\/p\u003e \u003cp\u003e\"Any clinician, advocate, parent, or educator who wants to truly understand and help children who struggle in school should read this book and will want to return to it often.\"\u003cbr\u003e —Paul B. Yellin, M.D., FAAP, Director, Yellin Center for Student Success andAssociate Professor of Pediatrics, New York University School of Medicine\u003c\/p\u003e \u003cp\u003e\"Pohlman provides us with a cogent, step-by-step guide to conducting assessments.\"\u003cbr\u003e —Katherine Balisterri Howard, M.A., NCSP, school psychologist,Old Trail School, Bath, Ohio\u003c\/p\u003e \u003cp\u003e\"Draws the essential connections between theory and practice that can enable every teacher to be 'smart' about assessing student learning—not just of those who struggle, but all students.\"\u003cbr\u003e —Peter Gow, Director of College Counseling and Special Programs,Beaver Country Day School\u003c\/p\u003e \u003cp\u003e\"Delivers a wealth of insights for understanding students who struggle with learning.\"\u003cbr\u003e —Douglas Bouman, Director, Psychological Services, CLC Network,Grand Rapids, Michigan\u003c\/p\u003e \u003cp\u003e\"This book is unique in presenting a clearly defined, respectful, and practical approach to assessing learning differences in children.\"\u003cbr\u003e —Elizabeth Briere, M.D., FAAP, Executive Director, Center for Student Success\u003c\/p\u003e \u003cp\u003e\"An innovative and circumspect approach to making assessments more informative.\"\u003cbr\u003e —Russell Hoffman, Psy.D., school psychologist and private practitioner,Bronx, New York\u003c\/p\u003e  “Any clinician, advocate, parent, or educator who wants to truly understand and help children who struggle in school should read this book and will want to return to it often.”  \u003cp\u003e—Paul B. Yellin, M.D., FAAP, Director, Yellin Center for Student Success and Associate Professor of Pediatrics, New York University School of Medicine\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Pohlman provides us with a cogent, step-by-step guide to conducting assessments.”\u003c\/p\u003e \u003cp\u003e—Katherine Balisterri Howard, M.A., NCSP, school psychologist, Old Trail School, Bath, Ohio\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Draws the essential connections between theory and practice that can enable every teacher to be ‘smart’ about assessing student learning—not just of those who struggle, but \u003ci\u003eall\u003c\/i\u003e students.”\u003c\/p\u003e \u003cp\u003e—Peter Gow, Director of College Counseling and Special Programs, Beaver Country Day School\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“Delivers a wealth of insights for understanding students who struggle with learning.”\u003c\/p\u003e \u003cp\u003e—Douglas Bouman, Director, Psychological Services, CLC Network, Grand Rapids, Michigan\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“This book is unique in presenting a clearly defined, respectful, and practical approach to assessing learning differences in children.”\u003c\/p\u003e \u003cp\u003e—Elizabeth Briere, M.D., FAAP, Executive Director, Center for Student Success\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e“An innovative and circumspect approach to making assessments more informative.”\u003c\/p\u003e \u003cp\u003e—Russell Hoffman, Psy.D., school psychologist and private practitioner, Bronx, New York\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989958803685,"sku":"NP9780787987909","price":29.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780787987909.jpg?v=1761786031","url":"https:\/\/k12savings.com\/products\/revealing-minds-isbn-9780787987909","provider":"K12savings","version":"1.0","type":"link"}