Assessing multicultural preschool children

The Psychoeducational Assessment of Preschool Children: Third Edition

Volumn , Issue , 2004, Pages 282-297

  Barona, Andrés ^a   De Barona, Maryann Santos ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909355858     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410611451     Document Type: Chapter

References (85)

1. Apgar, V. (1953). A proposal for a new method of evaluation of the newborn infant. Anesthesia and Analgesia, 32, 260-267.
2. Arffa, S., Rider, L.H., & Cummings, J.A. (1984). A validity study of the Woodcock-Johnson Psycho-educational Battery and the Stanford-Binet with black preschool children. Journal of Psychoedu-cational Assessment, 2, 73-77.
3. Bagnato, S.J., & Neisworth, J.T. (1991). Assessment for early intervention: Best practices for professionals. New York: Guilford.
4. Bagnato, S.J., & Neisworth, J.T. (1994). A national study of the social and treatment "invalidity" of intelligence testing for early intervention. School Psychology Quarterly, 9, 81-102.
5. Barona, A., & Santos de Barona, M. (1987). A model for the assessment of limited English profcient students referred for special education services. In S.H. Fradd & W.J. Tikunoff(Eds.), Bilingual education and bilingual special education: A guide for administrators (pp. 183-210). Boston: College Hill Press.
6. Barrera, I. (1995). To refer or not to refer: Untangling the web of diversity, "defcit, " and disability. New York State Associationr Bilingual Education Journal, 10, 54-66.
7. Bayley, N. (1969). Bayley Scales of Infant Development. New York: Psychological Corporation.
8. Bayley, N. (1993). Bayley Scales of Infant Develop-ment-II. San Antonio, TX: Psychological Corporation.
9. Bernal, E.M. (1974). Gifted Mexican-American children: An ethnoscientifc perspective. California Journal of Educational Research, 25, 261-273.
10. Bondurant-Utz, J.A., & Luciano, L.B. (1994). A practical guide to infant and preschool assessment in special education. Boston: Allyn and Bacon.
11. Bracken, B.A. (1985). A critical review of the Kaufman Assessment Battery for Children(K-ABC). School Psychology Review, 14, 21-36.
12. Bracken, B.A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeductional Assessment, 5, 313-326.
13. Bracken, B.A. (1994). Advocating for effective preschool assessment practices: A comment on Bag-nato & Neisworth. School Psychology Quarterly, 9, 103-108.
14. Bracken, B.A., & Fouad, N.A. (1987). Spanish translation and validation of the Bracken Basic Concept Scalechool Psychology Review, 16, 94-102.
15. Bracken, B.A., & McCallum, R.S. (1998). Universal nonverbal intelligence test examiner's manual Itasca, IL: Riverside.
16. Bracken, B.A., Barona, A., Bauermeister, J., Howell, K.K., Poggioli, L., & Puente, A. (1990). Multinational validation of the Spanish Bracken Basic Conceptale for Cross-Cultural Assessments. Journal of School Psychology, 28, (4)325-341.
17. Brooks-Gunn, J., & Lewis, M. (1983). Screening and diagnosing handicapped infants. Topics in Early Childhood Special Education, 14-28.
18. Brown, A.L., & Ferrara, R.A. (1985). Diagnosing zones of proximal development. In J. Wertsch (Ed.), Culture, communication, and cognition- Vygotskian perspectives. London: Cambridge University Press.
19. Bryen, D.N., & Gallagher, D. (1983). Assessment of language and communication. In K.D. Paget & B.A. Bracken (Eds.), The psychoeducational assessment of preschool children (pp. 81-144). New York: Grune & Stratton.
20. Chhim, S. (1987). Introduction to Cambodian culture. San Diego, CA: Multifunctional Resource Center, San Diego State University
21. Cummins, J. (1980). Psychological assessment of minority language students. Unpublished manuscript of Ontario Institute for Studies in Education, Toronto, pp. 1-91.
22. Dodd, J.M., Nelson, J.R., & Spint, W. (1995). Prere-ferral activities: One way to avoid biased testing procedures and possible inappropriate special education placement for American Indian students. The Journal of Educational Issues for Language Minority Students, 15, http://ncbe. gwu. edu/misc-pubs/jeilms/voll5/prereferra. html, accessed July 8, 1997.
23. EAC West, New Mexico State Highlandsiversity.(1996). Evaluation and assessment for Title VII projects-handouts, http://www. ncbe. gwu/edu/ miscpubs/eacwest/handouts/gifted/backgrnd. html, accessed July 8, 1997.
24. Elliott, C.D. (1990). Differential ability scales: Introductory and technical handbook. San Antonio, TX: Psychological Corporation.
25. Federal Interagency Forum on Child and Family Statistics [FIFCFS]. (1997). America's children: Key national indicators of well-being. Washington, DC: U.S. Government Printing Offce.
26. Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device theory instruments and techniques. Baltimore: University Park Press.
27. Feuerstein, R., Rand, Y., Haywood, H.C., Hoffman, M.B., & Jensen, M.R. (n. d.). L.P.A.D. Learning Potential Assessment Devicenual experimental version. Jerusalem: Hadassah-Wizo-Canada Research Institute.
28. Flanagan, D.P., & Alfonso, V.C. (1995).A critical review of the technical characteristics of new and recently revised intelligence tests for preschool children. Journal of Psychoeducational Assessment, 13, 66-90.
29. Fradd, S.H. (1987). Accommodating the needs of limited English profcient students in regular classrooms. In S.H. Fradd & W.J. Tikunoff(Eds.), Bilingual education and bilingual special educa-tion-A guide for administrators (pp. 133-182). Boston: College Hill Press.
30. Garber, H. (1977). Preventing mental retardation through family rehabilitation. In S. Caldwell & J. Stedman (Eds.), Infant education: A guide for helping handicapped children in the frst three years. New York: Walker and Company.
31. Garber, H.L., & Slater, M. (1983). Assessment of the culturally different preschooler. In K.D. Paget & B.A. Bracken (Eds.), The psychoeducational assessment of preschool children (pp. 443-471). New York: Grune & Stratton.
32. Gelman, R. (1979), Preschool thought. American Psychologist, 34, 900-905.
33. Goldman, J., L'Engle Stein, C., & Guerry, S. (1983). Psychological methods of child assessment. New York: Bruner/Mazel.
34. Goodman, J.F., & Cameron, J. (1978). The meaning of IQ constancy in young retarded children. The Journal of Genetic Psychology, 132, 109-119.
35. Gyurke, J.S. (1994). A reply to Bagnato and Neis-worth: Intelligent versus intelligence testing of preschoolers. School Psychology Quarterly, 9, 109-112.
36. Hambleton, R.K. (1982), Advances in criterion-referenced testing technology. In C.R. Reynolds & T.B. Gutkin (Eds.). The handbook of school psychology (pp. 351-379). New York: John Wiley Sons.
37. Hernandez, R.D. (1994). Reducing bias in the assessment of culturally and linguistically diverse populations. The Journal of Educational Issues of Language Minority Students, 14, 269-300.
38. Hohenshil, T.H., & Hames, C.W. (1988). Preschool assessment: Implications for counselors. Journal of Counseling and Development, 66, 251-252.
39. Huynh, D.T. (1987). Introduction to Vietnamese culture. San Diego, CA: Multifunctional Resource Center, San Diego State University
40. Kaufman, A.S., & Kaufman, N.L. (1983). Kaufman Assessment Battery for Children. New York: Grune & Stratton.
41. Kelley, M.F., & Surbeck, E. (1983). History of preschool assessment. In K.D. Paget & B.A. Bracken The psychoeducational assessment of preschool children (pp. 1-16). New York: Grume & Strat-ton.
42. Keogh, S.V. (Ed.). (1970). Early identifcation of children with potential learning problems. Journal of Special Education, 4, 307-363.
43. Khamchong, L. (1987). Laos culturally speaking: Introduction to the Lao culture. San Diego, CA; Multifunctional Resource Center, San Diego State University
44. Leung, E.K. (1990). Early risks: Transition from culturally/linguistically diverse homes to formal schooling. Journal of Education Issues of Language Minority Students, 7, 35-51.
45. Lewis, M. (1976). Infant intelligence tests: Their use and misuse. Human Development, 16, 108.
46. Lidz, C.S. (1983). Dynamic assessment and the preschool child. Journal of Psychoeducational Assessment, 1, 59-72.
47. Lidz, C.S., & Peña, E.D. (1996). Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool children, Language, Speech, and Hearing Services in Schools, 27, 367-372.
48. Lowenthal, B. (1991). Ecological assessment: Adding a new dimension for preschool children. Intervention in School and Clinic, 26, 148-162.
49. Marland, S. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, DC: U.S. Government Printing Offce.
50. McCall, R.B., Appelbaum, M., & Hogarty, P.S. (1973). Developmental changes in mental performance. Monographs of the Society for Research in Child Development, 38 (3, Serial No. 150).
51. McCall, R.B., Hogarty, P.S., & Hurlburt, N. (1972). Transitions in infant sensorimotor development and the prediction of childhood IQ. American Psychologist, 27, 728-748.
52. McLaughlin, B., Gesi Blanchard, A., & Osanai, Y., (1995). Assessing language development in bilingual preschool children. NCBE Program Information Guide Serieso. 22, www. ncbe. gwu. ncbe-pubs/pigs/pig22.html, accessed July 8, 1997.
53. McLoughlin, J.A., & Lewis, R.B. (1986). Assessing special students (2nd ed). Columbus, OH: Merrill.
54. Mercer, J. (1979). Technical manual: SOMPA: System of Multicultural Pluralistic Assessment. New York: Psychological Corporation.
55. Missiuna, C., & Samuels, M.T. (1989). Dynamic assessment of preschool children with special needs: Comparison of mediation and instruction. Remedial and Special Education, 10, 53-62.
56. Paget, K.D. (1983). The individual examining situation: Basic considerations for preschool children. In K.D. Paget & B.A. Bracken (Eds.), The psycho-educational assessment of preschool children (pp. 51-61). New York: Grune & Stratton.
57. Paget, K.D., & Nagle, R.J. (1986). A conceptual model of preschool assessment. School Psychology Review, 15, 154-165.
58. Prince, C.D. (1992, March 27). Reactions to the Goal 1 Technical Planning Subgroup report on school readiness: Report to the National Education Goals Panelech. Rept. No. 92-03). Washington, DC: National Education Goals Panel
59. Prince, C.D., & Lawrence, L.A. (1993). School readiness and language minority students: Implications of the frst national education goal. NCBE FOCUS: Occasional Papers in Bilingual Education, No. 7, http://www. ncbe. gwu/ncbepubs/focus/fo-cus7.html, accessed July 8, 1997.
60. Reynolds, C.R., & Clark, J. (1983). Assessment of cognitive abilities. In K.D. Paget & B.A. Bracken (Eds.), The psychoeducational assessment of preschool children (pp. 163-190). New York: Grune & Stratton.
61. Roid, G., & Miller, L. (1997). Leiter International Performance Scalevised. Wood Dale, IL: Stoelting.
62. Romero, I. (1992). Individual assessment procedures with preschool children. In E. Vasquez-Nuttall, I. Romero, & J. Kalesnik (Eds.), Assessing and screening preschoolers (pp. 55-66). Boston: Al-lyn and Bacon.
63. Rubin, R.A., Balow, B., Dorle, J., & Rosen, M. (1978). Preschool prediction of low achievement in basic school skills. Journal of Learning Disabilities, 11, 62-64.
64. Santos de Barona, M. (1981). A study of distractibili-ty utilizing the WISC-R factors of intelligence and Bender error categories in a referred population. Dissertation Abstracts International 42, 4775a.
65. Sattler, J.M. (1992). Assessment of Children (3rd revised and updated ed). San Diego, CA: Author.
66. Schakel, J. (1986). Cognitive assessment of preschool children. School Psychology Review, 15, 200-215.
67. Share, J., Koch, R., Webb, A., & Graliker, B. (1964). The longitudinal development of infants and young children with Down's syndrome. American Journal of Mental Defciency, 68, 689-692.
68. Silverman, E. (1971). Situational variability of preschoolers' dysfuency: Preliminary study, Perceptual and Motor Skills, 33, 4021-4022.
69. Slater, M.A., & Heber, F.R. (1979, November). Final performance report modifcation of mother-child interaction processes in families at risk for mental retardation. Washington, DC: Bureau of Education for the Handicapped, Grant 780012.
70. Spivack, G., & Shure, M.B. (1976). Social adjustment of young children. San Francisco: Jossey-Bass.
71. Steffensen, M.S., Joag-Dev, C., & Anderson, R.C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29.
72. Swain, M. (1972). Bilingualism as a frst language. In J. Damico (1991), Limiting bias in the assessment of bilingual students. Austin, TX: Pro-Ed.
73. Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Stanford-Binet Intelligence Scale, Fourth Edition. Chicago: Riverside.
74. Thurman, S.K., & Widerstrom A.H. (1985). Young children with special needs. Boston: Allyn & Bacon.
75. Tikunoff, W.J. (1987). Mediation of instruction to obtain equality of effectiveness. In S.H. Fradd & W.J. Tikunoff (Eds.), Bilingual education and bilingual special education: A guide for administrators (pp. 99-132). Boston: College Hill Press.
76. Ulrey, G. (1981). The challenge of providing psychological services for young handicapped children. Professional Psychology, 12, 483-491.
77. U.S. Census. (1990). Table 5. Detailed language spoken at home and ability to speak English for persons 5 years and over-50 languages ranked by total number of speakers, U.S. 1990, http://www. census. gov/ population/socdemo/language/table5.txt, accessed July 17, 1997.
78. U.S. Census data. (1994). Table 1. Selected social characteristics of all persons and Hispanic persons by type of origin: March 1994, http://www. cen-sus. gov/population/socdemo/language/table1.txt, accessed July 17, 1997.
79. U.S. Census Bureau. (1997). Highlights of population profle, http://www. census. gov/population/ www/pop-profle/highlght. html, accessed July 9, 1997.
80. Wechsler, D.(1989). Manual for the Wechsler preschool and primary scale of intelligence (WPPSI). San Antonio, TX: Psychological Corporation.
81. Wiersma, W., & Jurs, S.G. (1985). Educational measurement and testing. Boston: Allyn & Bacon.
82. Wilen, D.K., & Sweeting, C.M. (1986). Assessment of limited English profcient Hispanic students. School Psychology Review, 15(1), 59-75.
83. Wong-Fillmore, L. (1992). When learning a second language means losing the frst. Early Childhood Research Quarterly, 323-346.
84. Woodcock, R.W., & Mather, N. (1989, 1990). Woodcock-Johnson revised tests of cognitive ability- standard and supplemental batteries: Examiner's manual. In R.W. Woodcock & M.B. Johnson, Woodcock-Johnson Psychoeducational Battery- Revised. Chicago: Riverside.
85. Zigler, E., & Butterfeld, E. (1968). Motivational aspects of changes in IQ test performance and culturally deprived nursery school children. Child Development, 39, 1-14.