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Assessing the cognitive functioning ...

Costner, Ashley Nicole.

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Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists./
Author:	Costner, Ashley Nicole.
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
Contained By:	Dissertation Abstracts International77-11B(E).
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10120125
ISBN:	9781339813158

Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists.
Costner, Ashley Nicole.

Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists. - 117 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2016.

School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher intelligence, it becomes increasingly challenging as students' needs and impairments become more complex. In this study, a sample of 209 North Carolina school-based school psychologists was surveyed about their practices and perceptions related to working with students with intellectual disabilities (ID). The study aimed to answer three research questions: 1) What is the status and range of school psychologists' previous training specific to the ID student population, 2) What is the nature of current school-based school psychologists' practices related to working with students with ID, and 3) What are school psychologists' perceptions of working with this population? The results identified trends in current assessment practices of school-based school psychologists in North Carolina related to their work with students with ID. Specific areas of strength and need were identified with reference to a variety of variables including cognitive assessment tool selection and linking assessment data with other practices (e.g., developing appropriate IEP goals and collaboration with community providers), respectively. Recommendations for future training and research are provided.

ISBN: 9781339813158Subjects--Topical Terms:

523881
Cognitive psychology.

Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists.
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245 1 0 $a Assessing the cognitive functioning of students with intellectual disabilities: Practices and perceptions of school psychologists.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
500 $a Adviser: Rune J. Simeonsson.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2016.
520 $a School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher intelligence, it becomes increasingly challenging as students' needs and impairments become more complex. In this study, a sample of 209 North Carolina school-based school psychologists was surveyed about their practices and perceptions related to working with students with intellectual disabilities (ID). The study aimed to answer three research questions: 1) What is the status and range of school psychologists' previous training specific to the ID student population, 2) What is the nature of current school-based school psychologists' practices related to working with students with ID, and 3) What are school psychologists' perceptions of working with this population? The results identified trends in current assessment practices of school-based school psychologists in North Carolina related to their work with students with ID. Specific areas of strength and need were identified with reference to a variety of variables including cognitive assessment tool selection and linking assessment data with other practices (e.g., developing appropriate IEP goals and collaboration with community providers), respectively. Recommendations for future training and research are provided.
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