School Psychological Evaluation Reports for Deaf and Hard of Hearing Children: Best Practices

References

• Allen, T. (1994). Who are the deaf and hard-of-hearing students leaving high school and entering postsecondary education? Unpublished manuscript. Retrieved from http://research.gallaudet.edu/AnnualSurvey/whodeaf.php
   Google Scholar
• Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York, NY: Academic.
   Google Scholar
• Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11, 1–29.
   PubMed Web of Science ®Google Scholar
• Blennerhassett, L., & Traxler, C. B. (1999). WISC–III utilization with deaf and hard of hearing students (Gallaudet Research Institute Tech. Rep. 99–1). Washington, DC: Gallaudet University Press.
   Google Scholar
• Braden, J. P. (1985). WISC–R deaf norms reconsidered. Journal of School Psychology, 23, 375–382.
   Web of Science ®Google Scholar
• Braden, J. P. (1994). Deafness, deprivation and IQ. New York, NY: Plenum.
   Google Scholar
• Braden, J. P. (2000). Deafness and hearing loss. In A. E. Kasdin (Ed.), Encyclopedia of psychology (Vol. 2, pp. 441–444). Washington, DC: American Psychological Association/Oxford University Press.
   Google Scholar
• Braden, J. P. (2005). Hard of hearing and deaf clients: Using the WISC–IV with clients. In A. Prifitera, D. H. Saklofske, & L. G. Wiess (Eds.), WISC–IV clinical use and interpretation (pp. 351–380). San Diego, CA: Academic.
   Google Scholar
• Brown-Chidsey, R., & Steege, M. W. (2005). Solution-focused psychoeducational reports. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem solving approach (pp. 267–290). New York, NY: Guilford.
   Google Scholar
• Dawson, P., & Guare, R. (2010). Executive skills in children and adolescents (2nd ed.). New York, NY: Guilford.
   Google Scholar
• DeMatteo, A. J., Pollard, R. Q., & Lentz, E. M. (1987, May). Assessment of linguistic functions in brain-impaired and brain-intact prelingually deaf users of American Sign Language: A preliminary report. Paper presented at the biennial meeting of the American Deafness and Rehabilitation Association, Minneapolis, MN.
   Google Scholar
• Drever, J., & Collins, M. (1928). Performance tests of intelligence. Edinburgh, UK: Oliver & Boyd.
   Google Scholar
• Elliot, S. N., Braden, J. P., & White, J. L. (2001). Assessing one and all: Educational accountability for students with disabilities. Reston, VA: Council for Exceptional Children.
   Google Scholar
• Furth, H. G. (1966). Thinking without language: Psychological implications of deafness. New York, NY: The Free Press.
   Google Scholar
• Gallaudet Research Institute. (2002). 2001–2002 regional and national survey. Washington, DC: Author.
   Google Scholar
• Gallaudet Research Institute. (2007). 2007–2008 regional and national survey. Washington, DC: Author.
   Google Scholar
• Geva, E., & Wiener, J. (2015). Psychological assessment of culturally and linguistically diverse children and adolescents. New York, NY: Springer.
   Google Scholar
• Gioia, G. A., Andrwes, K., & Isquith, P. K. (1996). Behavior Rating Inventory of Executive Function–Preschool version (BRIEF–P). Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Gioia, G. A., Isquith, P. K., Guy, S. C., & Kentworth, L. (2000). Behavior Rating Inventory of Executive Function (BRIEF) professional manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Halper, E., Allen, T., & Morere, D. (2012). The “toolkit project”: Introduction. In D. Morere & T. Allen (Eds.), Assessing literacy of deaf individuals (pp. 3–19). New York, NY: Springer.
   Google Scholar
• Hamilton, H. (2011). Memory skills of deaf learners: Implications and applications. American Annals of the Deaf, 156(4), 3–72.
   PubMed Web of Science ®Google Scholar
• Hammill, D. D., Pearson, N. A., & Wiederholt, J. L. (1997). Examiners manual: Comprehensive test of nonverbal intelligence. Austin, TX: Pro-Ed.
   Google Scholar
• Hass, M. R., & Carriere, J. A. (2014). Writing useful, accessible, and legally defensible psychological reports. Hoboken, NJ: Wiley.
   Google Scholar
• Hauser, P. C., Lukomski, J., & Isquith, P. (2017). Deaf college students performance on the BRIEF–A and Conners. Forthcoming.
   Google Scholar
• Holt, J. (1993). Stanford Achievement Test—8th edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172–175.
   Google Scholar
• Karchmer, M. A., & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 21–37). New York, NY: Oxford University Press.
   Google Scholar
• Krouse, H. E., & Braden, J. P. (2011). The reliability and validity of WISC–IV scores with deaf and hard of hearing children. Journal of Psychoeducational Assessment, 29, 238–248.
   Web of Science ®Google Scholar
• Maller, S. J. (1996). WISC–III verbal item invariance across samples of deaf and hearing children of similar measured ability. Journal of Psychoeducational Assessment, 14, 152–165.
   Web of Science ®Google Scholar
• Maller, S. J. (1997). Deafness and WISC–III item difficulty: Invariance and fit. Journal of School Psychology, 35, 299–314.
   Web of Science ®Google Scholar
• Maller, S. J. (2003). Best practices in detecting bias in nonverbal tests. In R. S. McCallum (Ed.), Handbook of nonverbal assessment (pp. 23–62). New York, NY: Kluwer/Plenum.
   Google Scholar
• Maller, S. J., & Braden, J. P. (1993). The construct and criterion-related validity of the WISC–III with deaf adolescents. Journal of Psychoeducational Assessment, WISC–III Monograph Series: WISC–III, 11, 105–113.
   Google Scholar
• Marschark, M. (2012). Are deaf students visual learners? Learning and Individual Differences, 25, 156–162.
   Web of Science ®Google Scholar
• Marschark, M., & Wauters, L. (2008). Language comprehension and learning by deaf students. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 309–350). New York, NY: Oxford University Press.
   Google Scholar
• Mather, N., Goldstein, S., & Eklund, K. (2015). Learning disabilities and challenging behaviors (3rd ed.). Baltimore, MD: Brookes.
   Google Scholar
• McClosky, G., Perkins, L. A., & Van Divner, B. (2009). Assessment and intervention for executive function difficulties. New York, NY: Routledge.
   Google Scholar
• Miller, D. (2007). Sensory motor functions. In D. Miller (Ed.), Essentials of school neuropsychological assessment (pp. 111–131). Hoboken, NJ: Wiley.
   Google Scholar
• Miller, M., Thomas-Presswood, T. N., Metz, K., & Lukomski, J. (2015). Psychological and psychoeducational assessment of deaf and hard of hearing children and adolescents. Washington, DC: Gallaudet Press.
   Google Scholar
• Moores, D. F. (2009). Cochlear failures. American Annals of the Deaf, 53, 423–424.
   Google Scholar
• Moores, D., Kluwin, T., Johnson, R., Cox, P., Blennerhassett, L., Kelly, L., … Fields, L. (1987). Factors predictive of literacy in deaf adolescents with deaf parents; Factors predictive of literacy in deaf adolescents in total communication programs. Washington, DC: National Institute of Neurological Communicative Disorder and Stroke.
   Google Scholar
• Morere, D. A. (2013a). Measures of reading achievement. In D. Morere & T. Allen (Eds.), Assessing literacy of deaf individuals (pp. 107–126). New York, NY: Springer.
   Google Scholar
• Morere, D. A. (2013b). Measures of writing, math and general academic knowledge. In D. Morere & T. Allen (Eds.), Assessing literacy of deaf individuals (pp. 107–126). New York, NY: Springer.
   Google Scholar
• Morere, D. A. (2013c). The signed verbal learning test: Assessing verbal memory of deaf signers. Sign Language Studies, 14(1), 39–58.
   Google Scholar
• National Association of School Psychologists. (2012). Position statement: Serving students who are deaf or hard of hearing. Retrieved from www.nasponline.org
   Google Scholar
• Phillips, B. A. (1996). Bringing culture to the forefront: Formulating diagnostic impressions of deaf and hard-of-hearing people at times of medical crisis. Professional Psychology: Research and Practice, 27, 137.
   Web of Science ®Google Scholar
• Pollard, R. Q., Rediess, S., & DeMatteo, A. (2005). Development and validation of the Signed Pairs Associates Test. Rehabilitation Psychology, 50, 258–265.
   Web of Science ®Google Scholar
• Qi, S., & Mitchell, R. E. (2012). Large-scaled academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17, 1–18.
   PubMed Web of Science ®Google Scholar
• Quigley, S., & Kretschmer, R. (1982). The education of deaf children. London, UK: Edward Arnold.
   Google Scholar
• Remine, M. D., Care, E., & Brown, P. M. (2008). Language ability and verbal and non-verbal executive functioning in deaf students communicating in spoken English. Journal of Deaf Studies and Deaf Education, 13, 531–545. doi:10.1093/deafed/enn010
   PubMed Web of Science ®Google Scholar
• Roth, R. M., Isquith, P. K., & Gioia, G. A. (2005). BRIEF–A: Behavior Rating Inventory of Executive Function–Adult version. Lutz, FL: Psychological Assessment Resources.
   Google Scholar
• Thurlow, M. L., Elliot, J. L., & Ysseldyke, J. E. (1998). Testing students with disabilities: Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin.
   Google Scholar
• Traxler, C. B. (2000). The Stanford Achievement Test—9th edition: National norming and performance standards for deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 5, 337–348.
   PubMedGoogle Scholar
• U.S. Department of Education. (2002). 24th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
   Google Scholar
• Verbeke, K. A. (2002). Identifying accommodations for inclusion settings: A strategy for special and general educators. Electronic Journal for Inclusive Education, 6, 1–13.
   Google Scholar
• Wiener, J., & Costaris, L. (2012). Teaching psychological report writing: Content and process. Canadian Journal of School Psychology, 27, 119–135.
   Google Scholar