Assessing Students’ Skills Using a Nontraditional Approach
作者： Christine E. Neddenriep , Brian C. Poncy , Christopher H. Skinner
DOI: 10.1007/978-1-4419-6257-7_6
关键词: Medical education 、 Context (language use) 、 Response to intervention 、 Psychology 、 Legislation 、 School psychology 、 Service delivery framework
摘要: Currently, within the field of school psychology, a shift in service delivery models is occurring. Whereas psychology had been dominated by refer-test-report (and place) model (Reschly & Yssedyke, 2002), recent legislation has facilitated change to include response intervention (RtI) (Brown-Chidsey Steege, 2005). Practicing this both allows and requires psychologists expand their range skills services they offer (Oakland Cunningham, 1999), specifically increasing use nontraditional assessment measures. This need increase psychologists’ competencies measures problem-solving, outcome-driven provides context for chapter.
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