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001    EBC4708894 
003    MiAaPQ 
005    20200713055442.0 
006    m     o  d |       
007    cr cnu|||||||| 
008    200713s2016    xx      o     ||||0 eng d 
020    9781119077091|q(electronic bk.) 
020    |z9781119076872 
035    (MiAaPQ)EBC4708894 
035    (Au-PeEL)EBL4708894 
035    (CaPaEBR)ebr11274774 
035    (CaONFJC)MIL961908 
035    (OCoLC)960166106 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 LB3060.33.W47.B74 2016 
100 1  Breaux, Kristina C 
245 10 Essentials of KTEA-3 and WIAT-III Assessment 
250    1st ed 
264  1 Somerset :|bJohn Wiley & Sons, Incorporated,|c2016 
264  4 |c©2016 
300    1 online resource (449 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Essentials of Psychological Assessment Ser 
505 0  Cover -- Title Page -- Copyright -- Contents -- Series 
       Preface -- Acknowledgments -- Chapter One: Overview -- 
       Purposes and Uses of Achievement Tests -- Diagnosing 
       Achievement -- Identifying Processes -- Analyzing Errors -
       - Making Placement Decisions and Planning Programs -- 
       Measuring Academic Progress -- Evaluating Interventions or
       Programs -- Conducting Research -- Screening -- Selecting 
       an Achievement Test -- Administering Standardized 
       Achievement Tests -- Testing Environment -- Establishing 
       Rapport -- Summary Information About the Tests and Their 
       Publishers -- Chapter Two: KTEA™-3 -- History and 
       Development -- Changes From KTEA-II to KTEA-3 -- Subtests 
       -- Description of the KTEA -- Mapping KTEA-3 to Common 
       Core State Standards -- Standardization and Psychometric 
       Properties of the KTEA-3 -- Standardization -- Reliability
       -- Validity -- Overview of the KTEA-3 Brief Form -- Brief 
       Form Standardization and Technical Characteristics -- How 
       to Administer the KTEA-3 -- Starting and Discontinuing 
       Subtests -- Sample, Teaching, and Practice Items -- 
       Recording Responses -- Timing -- Queries and Prompts -- 
       Subtest-by-Subtest Notes on Administration -- How to Score
       the KTEA-3 -- Types of Scores -- Subtest-by-Subtest 
       Scoring Keys -- How to Interpret the KTEA-3 -- 
       Introduction to Interpretation -- Step 1: Interpret the 
       Academic Skills Battery (ASB) Composite -- Step 2: 
       Interpret Other Composite Scores and Subtest Scores -- 
       Step 3: Identify Composite Strengths andWeaknesses -- Step
       4: Identify Subtest Strengths andWeaknesses -- Step 5: 
       Determine the Significance and Unusualness of Planned 
       Comparisons -- Subtest Floors and Ceilings -- 
       Interpretation of Composites -- Clinical Analysis of 
       Errors -- Qualitative Observations -- Using the KTEA-3 
       Across Multiple Administrations -- Repeated 
       Administrations of the Same Form -- Administering 
       Alternate Forms 
505 8  Using the KTEA-3 Brief Form -- Progress Monitoring -- 
       Screening for a Comprehensive Evaluation -- KTEA-3 Score 
       Reports -- Chapter Three: WIAT®-III -- History and 
       Development -- Changes From WIAT-II to WIAT-III -- Age 
       Range -- New and Modified Subtests -- Composites -- 
       Administration and Scoring Rules -- Skills Analysis -- 
       Intervention Goal Statements -- New Analyses -- New Scores
       -- Validity Studies -- Materials -- Scoring and Reporting 
       -- Description of the WIAT-III -- Subtests With Component 
       Scores -- Mapping WIAT-III to Common Core State Standards 
       -- Standardization and Psychometric Properties of the WIAT
       -III -- Standardization -- Reliability -- Validity -- How 
       to Administer the WIAT-III -- Starting and Discontinuing 
       Subtests -- Sample, Teaching, and Practice Items -- 
       Recording Responses -- Timing -- Queries and Prompts -- 
       Subtest-by-Subtest Notes on Administration -- How to Score
       the WIAT-III -- Types of Scores -- Score Reports -- 
       Subtest-by-Subtest Scoring Keys -- Listening Comprehension
       -- Early Reading Skills -- Reading Comprehension -- 
       AlphabetWriting Fluency -- Sentence Composition -- Word 
       Reading and Pseudoword Decoding -- Essay Composition -- 
       Numerical Operations -- Oral Expression -- Oral Reading 
       Fluency -- Spelling -- Math Fluency-Addition, Subtraction,
       and Multiplication -- How to Interpret the WIAT-III -- 
       Introduction to Interpretation -- Step 1: Interpret the 
       Composite Scores -- Step 2: Interpret the Subtest Scores -
       - Step 3: Identify Composite Strengths andWeaknesses -- 
       Step 4: Identify Subtest Strengths andWeaknesses -- Step 5
       : Determine the Significance and Unusualness of Planned 
       Comparisons -- Subtest Floors and Ceilings -- Skills 
       Analysis -- Intervention Goal Statements -- Qualitative 
       Data -- Using the WIAT-III Across Multiple Administrations
       -- Chapter Four: Clinical Applications 
505 8  Part One: Using the -3 and WIAT-III With Cognitive Ability
       Tests -- Linking Studies -- Overview of the WISC-V, WISC-V
       Integrated, and KABC-II -- Using a CHC Framework to 
       Integrate Assessment Results -- Using a Neuropsychological
       Approach to Integrate Assessment Results -- Qualitative/
       Behavioral Analyses of Assessment Results -- 
       Identification of Specific Learning Disabilities -- Part 
       Two: New Composite Scores, Special Considerations, and 
       Ongoing Research -- Interpretation and Use of Three New 
       Composite Scores -- Accommodations for Visual, Hearing, 
       and Motor Impairments -- Ongoing Research on Gender 
       Differences in Writing and the Utility of Error Analysis -
       - Female Advantage in Writing on KTEA-II Brief and 
       Comprehensive Forms -- Chapter Five: Strengths and 
       Weaknesses of the KTEA™-3 and WIAT®-III -- Strengths and 
       Weaknesses of the KTEA-3 -- Assets of the KTEA-3 -- Test 
       Development -- Two Forms -- Standardization -- Reliability
       and Validity -- Administration and Scoring -- 
       Interpretation -- Phonological Processing -- KTEA-3 Flash 
       Drive -- Limitations of the KTEA-3 -- Test Development -- 
       Standardization -- Reliability and Validity -- 
       Administration and Scoring -- Test Items -- Interpretation
       -- Final Comment -- Strengths and Weaknesses of the WIAT-
       III -- Assets of the WIAT-III -- Test Development -- 
       Normative Sample -- Reliability and Validity -- 
       Administration and Scoring -- Interpretation -- Better 
       Listening Comprehension Measure -- Technical Manual -- 
       Limitations of the WIAT-III -- Floor and Ceiling -- Test 
       Coverage -- Poor Instructions for Scoring Certain Tasks --
       Item Scoring -- Audio Recorder -- Final Comment -- Content
       Coverage of the KTEA-3 and WIAT-III -- Chapter Six: 
       Illustrative Case Reports -- Case Report 1: Jenna -- 
       Reason for Evaluation -- Background Information -- 
       Behavioral Observations -- Assessment Procedures and Tests
       Administered 
505 8  Test Results -- Neuropsychological Implications and 
       Diagnostic Impressions -- Recommendations -- Psychometric 
       Summary for Jenna -- Case Report 2: Oscar -- Reason for 
       Evaluation -- Background Information -- Behavioral 
       Observations -- Assessment Procedures and Tests 
       Administered -- Test Results -- Diagnostic Summary -- 
       Recommendations -- Resources -- Psychometric Summary for 
       Oscar -- Case Report 3: Rob -- Purpose of the Evaluation -
       - History and Background -- Behavioral Observations -- 
       Assessment Procedures and Tests Administered -- Results --
       Summary and Diagnostic Impressions -- Recommendations -- 
       Psychometric Summary for Rob -- Chapter Seven: Q-
       interactive for KTEA™-3 and WIAT®-III -- Q-interactive 
       Versus Q-global -- Equivalency Studies -- Essential 
       Features of Q-interactive -- Key Terminology -- Central 
       Website -- Assess Application -- References -- Annotated 
       Bibliography -- About the Authors -- About the Digital 
       Resources -- Index -- EULA 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Wechsler Individual Achievement Test 
655  4 Electronic books 
700 1  Lichtenberger, Elizabeth O 
776 08 |iPrint version:|aBreaux, Kristina C.|tEssentials of KTEA-
       3 and WIAT-III Assessment|dSomerset : John Wiley & Sons, 
       Incorporated,c2016|z9781119076872 
830  0 Essentials of Psychological Assessment Ser 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
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