Supervising Psychoeducational Assessment

Abstract

The supervision of pscyhoeducational assessments is challenging because competent psychoeducational assessments require an extraordinarily broad set of knowledge and skills, which can include, but are not limited to, knowledge of typical and atypical child development, models of cognitive and academic development, and legal definitions of disability found in educational law and regulations. In addition, practitioners must have a thorough understanding of psychometrics, including validity, reliability, the meaning of different scores, and test interpretation. Last, it requires that practitioners understand how to integrate information from various assessment methods and sources to come to an understanding of a child\u27s strengths and limitations, as well as how to develop, implement, and evaluate interventions.https://digitalcommons.chapman.edu/education_books/1151/thumbnail.jp