The bestselling guide to reporting writing, updated and reworked for today's practice Essentials of Assessment Report Writing offers effective solutions to the creation of reader-friendly, yet targeted, psychological, and educational assessment reports. Parents, clinicians, clients, and other readers need more than test-by-test descriptions—they need an accessible analysis of the entire situation to determine their next steps. This book provides clear guidance for busy practitioners seeking ways to improve their report writing skills. With a focus on current practice, this new second edition covers DSM-5 updates and the latest assessment instruments including the WJ IV, WISC-V, WAIS-IV, KTEA-3, and the CAS2. New discussion includes advice on tailoring the report to the audience, and annotated case reports provide illustrative models of effective report styles, interpretation, and analysis. Key concepts are highlighted for quick reference throughout, and end-of-chapter questions help reinforce understanding. Reporting styles vary widely within the field, in both content and style; there is no definitive "standard," but many reports fail to reflect best practices and therefore prove less than useful to the reader. This book provides expert guidance throughout the reporting process to help practitioners provide high-quality, accessible reports. Integrate assessment results to provide a person-centered report Identify and navigate critical decision points in the interpretive process Write efficiently yet effectively while enhancing the reader's experience Provide an accurate, informative, and readable assessment report Incorporate practical recommendations to address the referral concerns Expertly-conducted assessments should culminate with a carefully constructed analysis that provides direction via clear communication. Because this report will be used to inform treatment, intervention, and ultimately, the client's quality of life—it is critical that it provides clear, informative guidance in a way that readers can understand. Essentials of Assessment Report Writing provides comprehensive guidelines for navigating through the report writing process.

This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section a " a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.

*Complete coverage of administration, scoring, interpretation, and reporting *Expert advice on avoiding common pitfalls *Conveniently formatted for rapid reference The hands-on guide for confidently administering, scoring, and interpreting the WJ IV(R) Tests of Achievement Written by Nancy Mather and Barbara J. Wendling two experts on the topic Essentials of WJ IV(R) Tests of Achievement provides step-by-step guidance for administering, scoring, and interpreting the achievement portion of the WJ IV(R).Designed to be an easy-to-use reference, the text goes beyond the information found in the WJ IV(R) test manual to offer full explanations of the tests and clusters on the WJ IV(R) ACH. This essential guide also explains the meaning of all scores and interpretive features and includes valuable advice on clinical applications and illuminating case studies. Essentials of WJ IV(R) Tests of Achievement contains: * Concise chapters that feature numerous callout boxes highlighting key concepts, bulleted points, and 'Test Yourself' questions * Separate chapter on the use and interpretation of the WJ IV(R) Tests of Oral Language and how the WJ IV(R) ACH and WJ IV(R) OL can be used together to increase diagnostic utility * Expert assessment of the test's relative strengths and weaknesses This accessible resource highlights the most informative aspects of WJ IV(R) ACH, points out common errors, and reviews the complexities of administration and scoring the Woodcock-Johnson Tests of Achievement.

This book explored the cognitive correlates that best predicted irregular word, non-word, and word reading, and reading performance of typical and poor readers. The findings indicated that processing speed had the strongest correlation with irregular word reading, whereas rapid automatized naming (RAN) had the strongest correlations with word reading and non-word reading. As with previous research RAN letters was the best predictor of reading skills. The best model for predicting reading was based on a combined measure of phonological awareness (PA) and RAN letters. An interesting finding was that the correlation between irregular and non-word reading was significant for students with typical reading, but insignificant for the poor readers. These findings provide support for both the dual-route and double-deficit theory of dyslexia that ascribes independent contributions of PA and RAN to the development of reading skills. This book presents information that will help school psychologists, neuropsycholoists, educational diagnostician, special education teachers, as well as general education teachers, to recognize, assess, and provide effective treatment programs for dyslexia.

This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section a " a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.