During the last decade, interest in assessing professionalism in medical education has increased exponentially and has led to the development of many new assessment tools. Efforts to validate the scores produced by tools designed to assess professionalism have lagged well behind the development of these tools. This paper provides a structured…

In this paper, a model for assessment and intervention is presented. This model explains how to perform theory- and evidence- based as well as practice-based assessment and intervention. The assessment model applies a holistic approach to treatment planning, which includes recognition of the influence of community, school, peers, family and the…

All-too-often, well-meaning individuals urge parents to seek referrals for psychological evaluation without considering or understanding the typical characteristics of gifted children or the impact of intellectual ability on behavior and relationships. In turn, clinicians receiving such referrals also may fail to assess the implications of…

This commentary on the article by B. Gawronski and G. V. Bodenhausen (see record 2006-10465-003) highlights the strengths of the associative-propositional evaluation model. It then describes problems in proposing a qualitative separation between propositional and associative processes. Propositional processes are instead described as associative.…

With the increased focus on issues of diversity and multiculturalism in the United States and abroad, educators and clinicians have become more and more concerned about the feasibility and validity of their assessment instruments and practices for children and adults from nonWhite backgrounds. Many researchers emphasize that when working with…

Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored), which appear to determine assessment interview structure and format, are described and operationally defined, and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords…

The authors describe a model for integrating multimodal assessments and intervention to meet the complex problems of multiply disabled children. An outline and guide for transdisciplinary team management is presented and discussed. (Author/CL)

Examination of measurement invariance tests the assumption that the model underlying a set of test scores is directly comparable across groups. The observation of measurement invariance provides fundamental evidence for the inference that scores on a test afford equivalent measurement of the same psychological traits among diverse groups. Groups…

Research is cited to corroborate the lack of conceptual models for building a functional psychological evaluation system for developmentally disabled persons. A model is proposed for individualized evaluation/assessment using a functional approach and based on the cognitive-behavioral perspective. The model can be used to determine directions in…

Describes effect of client resistance and reactance in counseling and methods for assessing these phenomena. Conceptualizes client symptoms as ego-syntonic, where symptom is consonant with client's self-image, or ego-dystonic, where it is not. Uses concepts in deriving counseling strategies for working with difficult clients according to model…

Considers that children exhibiting frequent problems with inattention, impulsivity, and overactivity in classroom settings may be at risk for Attention-Deficit Hyperactivity Disorder (ADHD). Describes four-stage model for school-based assessment of ADHD which includes screening techniques, multimethod assessment, interpretation of results, and…

An experience involving graduate students enrolled in a student development preparation program in the direct assessment of undergraduate students' psychological development is described. Two views of student development found in the literature are presented and results of assessment procedures are presented along these lines. Generally, data…

The medical, psychological and educational models for assessment, intervention and evaluation strategies for learning disabled and behavior disordered children are discussed. (MS)

Presents typology for differential assessment of and intervention with shoplifters. Notes that model identifies five major categories under which client motivation can be classified: entitlement, addictions, peer pressure, stress, and impulsiveness. Addresses requisite social work knowledge and skills for addressing this costly social problems.…