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Peer reviewed
Direct linkSwanson, Jennifer R.; Bradley-Johnson, Sharon; Johnson, C. Merle; O'Dell, Anna Rubenaker – Journal of Psychoeducational Assessment, 2009
Three studies examine the validity of the Preschool Form of the Cognitive Abilities Scale--Second Edition (CAS-2). Significant high concurrent criterion-related validity correlations, corrected for restricted range, are found between the CAS-2 and the Detroit Test of Learning Ability--Primary: Third Edition for 26 three-year-olds (r[subscript c] =…
Descriptors: Intelligence, Test Validity, Young Children, Adjustment (to Environment)
Bradley-Johnson, Sharon; Johnson, C. Merle; Vladescu, Jason C. – Journal of Psychoeducational Assessment, 2008
Autism is a low-incidence disability that is complex to assess and for which rates continue to increase. Assessment options for autism are reviewed and presented in the context of recent research and a comprehensive, multidisciplinary assessment model. The model involves three levels that yield data progressing from more subjective and general to…
Descriptors: Autism, Children, Models, Evaluation
Bradley-Johnson, Sharon; Durmusoglu, Gokce – Journal of Psychoeducational Assessment, 2005
Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0…
Descriptors: Early Intervention, Program Evaluation, Reading Tests, Mathematics Tests
