This presentation will address several challenges practitioners face when evaluating students after more than a year of disrupted instruction, further complicated by restrictions on typical assessment processes and settings. We will discuss changes in students, education, and psychological assessment practices. With this background, we will present an evidence-based assessment model to help guide selection of instruments and contextualize data interpretation.
Describe student, educational, and testing factors affecting assessment precision and accuracy.
Discuss instrument selection and administration options.
Articulate an evidence-based assessment model for considering relevant data.
Pediatric neuropsychologist, coauthor of the BRIEF2,
Dartmouth Medical School
Regional Manager–Educational Assessments,
You must be logged in and own this session in order to