Intellectual assessment of language minority students: What do school psychologists believe are acceptable practices?

Psychology in the Schools

Volumn 40, Issue 6, 2003, Pages 599-603

  Bainter, Tracey R ^a   Tollefson, Nona ^a  

^a UNIVERSITY OF KANSAS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242658920     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.10131     Document Type: Review

References (13)

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2. Curtis, M.J., Hunley, S.A., Walker, K.J., & Baker, A.C. (1999). Demographic characteristics and professional practices in school psychology. School Psychology Review, 28, 104-116.
3. Esquivel, G.B. (1985). Best practices in the assessment of limited English proficient and bilingual children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 113-123). Kent, OH: National Association of School Psychologists.
4. Figueroa, R.A. (1989). Psychological testing of linguistic-minority students: Knowledge gaps and regulations. Exceptional Children, 56, 145-152.
5. Figueroa, R.A. (1990). Best practices in the assessment of bilingual children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology II (2nd ed., pp. 93-106). Washington, DC: National Association of School Psychologists.
6. Fradd, S.H., & Wilen, D.K. (1990). Using interpreters and translators to meet the needs of handicapped language minority students and their families. National Clearinghouse for Bilingual Education Program Information Guide Series (No. 4). Retrieved October 2, 2000, from http://www.ncbe.gwu.edu/ncbepubs/pigs/pig4.htm.
7. Harris, A.M., Reynolds, M.A., & Koegel, H.M. (1996). Nonverbal assessment: Multicultural perspectives. In L.A. Suzuki, P.J. Meller, & J.G. Ponterotto (Eds.), Handbook of multicultural assessment: Clinical, psychological, and educational applications (pp. 223-252). San Francisco: Jossey-Bass.
8. Lopez, E.C. (1995). Best practices in working with bilingual children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III (3rd ed., pp. 1111-1121). Washington, DC: National Association of School Psychologists.
9. Ochoa, S.H., Rivera, B., & Ford, L. (1997). An investigation of school psychology training pertaining to bilingual psychoeducational assessment of primarily Hispanic students: Twenty-five years after Diana v. California. Journal of School Psychology, 35, 329-349.
10. Reynolds, C.R., Lowe, P.A., & Saenz, A.L. (1999). The problem of bias in psychological assessment. In C.R. Reynolds & T.B. Gutkin (Eds.), Handbook of school psychology (3rd ed., pp. 549-595). New York: Wiley.
11. Rhodes, R.L. (2000). Legal and professional issues in the use of interpreters: Guidelines for school psychologists. NASP Communique, 29, 28.
12. U.S. Bureau of the Census. (2000). Census 2000 supplementary survey summary tables, "Age by language spoken at home by ability to speak English for the population 5 years and older." Washington, DC: U.S. Government Printing Office.
13. Valdes, G., & Figueroa, R.A. (1994). Bilingualsim and testing: A special case of bias. Norwood, NJ: Ablex.