Jeffrey P. Braden

The reliability and validity of WISC-IV scores with deaf and hard-of-hearing children

Journal of Psychoeducational Assessment, 29(3), 238–248.

Best practices in educational accountability: High stakes testing and educational reform

Best Practices in School Psychology. V, 575–588.

Best practices in making assessment accommodations

Best Practices in School Psychology. V, 589–608.

How testing came to dominate American schools: the history of educational assessment

[Review of ]. Intelligence, 35(3), 303.

Issues related to children who are deaf and hard-of-hearing: A school psychology perspective

Maryland School Psychologists' Association Protocol, 27(3), 1–1723.

Review of the WISC-IV Spanish

Journal of Psychoeducational Assessment, 25(3), 292–299.

The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.

School Psychology Quarterly, 22(2), 115–144.

Using data from high-stakes testing in program planning and evaluation

In L. J. Kruger & D. Shriberg (Eds.), High stakes testing: New challenges and opportunities for school psychology (pp. 129–150). Binghamton, NY: Hayworth Press.

Using data from high-stakes testing in program planning and evaluation

Journal of Applied School Psychology, 23(2), 129–150.

Effect of an Internet-based professional development program on teachers' assessment literacy for all students

Teacher Education and Special Education, 29(4), 244–260.

Response to intervention: Issues of reliability, validity, and fairness

North Carolina School Psychology Association Newsletter, Winter, 2–4.

Scholarships for students of color: Support or subtle discrimination?

Communique, 35(3), 12.

A comparative review of nonverbal measures of intelligence

In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 557–577). New York: Guilford Press.

A critique of multicultural training in school psychology: Rationale, strategies, and tactics

In C. L. Frisby & C. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 1023–1047). New York: Wiley.

Effective professional development to support inclusive assessment practices for all children

Assessment for Effective Intervention, 31(1), 63–71.

Performance-based assessment

In Encyclopedia of school psychology (pp. 380–381). Thousand Oaks, CA: Sage.

The review of the Auditory Processing Abilities Test

In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook (pp. 68–70). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

The review of the Kaufman Assessment Battery for Children, Second Ed.

In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook (pp. 517–520). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Using the WISC-IV with clients who are hard-of-hearing or deaf

In A. P. D. Saklofske, L. Weiss, & E. Rolfhus (Eds.), WISC IV clinical use and interpretation. (1st ed.) (pp. 351–380). New York: Academic Press.

Using the joint test standards to evaluate the validity evidence for intelligence tests

In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 615–630). New York: Guilford Press.

Validity

In Encyclopedia of school psychology (pp. 579–580). Thousand Oaks, CA: Sage.

Annual progress report for H324D000015: Enhancing Treatment Utility in Instructional Consultation Problem Solving: Comparison of Alternative Assessment Technologies. Progress report submitted to US Department of Education

Are WISC-IV scores valid predictors of NC test scores? Wanna find out?

North Carolina School Psychology Association Newsletter, Nov.

Assessing one & all: An Internet hypermedia model for professional development. Final report for Directed Research Projects. (CFDA 84.325N)

Assessing one & all: An Internet hypermedia model for professional development. Final report for Directed Research Projects. (CFDA 84.325N). In (CFDA 84.325N). Madison, WI: Wisconsin Center for Education Research.

Assessing one and all: Educational accountability for students with disabilities (version 3.0) (Internet-based hypermedia course)

High stakes testing and No Child Left Behind: Information and strategies for educators

In S. C. A. Canter, M. D. R. L. Paige, & I. Romero (Eds.), Helping children at home and school. (2nd ed.) (pp. 73–77). Silver Spring, MD: National Association of School Psychologists.

Productive pedagogies, quality teaching, and inclusion: High intellectual quality and students with disabilities

In F. B. B. Bartlett & D. Roebuck (Eds.), Educating: Weaving research into practice (vol. 1) (pp. 18–30). Brisbane, Australia: Griffith University.

Treatment utility of functional versus empiric assessment within consultation for reading problems

SCHOOL PSYCHOLOGY QUARTERLY, 19(1), 29–49.

Accommodating clients with disabilities on the WAIS-III/WMS

In D. Saklofske & D. Tulsky (Eds.), Use of the WAIS-III/WMS in clinical practice (pp. 451–486). New York: Houghton-Mifflin.

Accommodations on the Stanford-Binet Intelligence Scales, Fifth edition (Stanford-Binet Intelligence Scales, Fifth edition assessment services bulletin No. 2)

Accommodations on the Stanford-Binet Intelligence Scales. (5th ed.)

In G. Roid (Ed.), Interpretive manual for the Stanford-Binet (Fifth Edition) Intelligence Scales (pp. 135–143). Itasca, IL: Riverside.

Assessing one & all: An on-line opportunity for professional development

Assessing one & all: An on-line opportunity for professional development. Communique, 31(7), 42–43.

Effect of an internet-based multimedia professional development program in enhancing teachers? assessment literacy

Psychological assessment in school settings

In J. R. Graham & J. A. Naglieri (Eds.), Handbook of psychology. Vol. 10, Assessment psychology (pp. 261–290). New York: Wiley Press.

WJ-III tests of cognitive ability in intellectual assessment courses

In F. A. Schrank & D. P. Flanagan (Eds.), WJ III clinical use and interpretation: Scientist practitioner perspectives (pp. 377–432). New York: Academic Press.

Educational accountability: High stakes testing and educational reform

In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed.) (pp. 301–319). Silver Spring, MD: National Association of School Psychologists.

Assessing one and all: Educational accountability for students with disabilities

Reston, VA: Council for Exceptional Children.

Secondary school reform, inclusion, and authentic assessment (Research Institute on Secondary Education Reform-Youth with disabilities brief No. 3)

The review of the Opinions About Deaf People Scale

In J. C. Conoley & J. I. Impara (Eds.), The thirteenth mental measurements yearbook. Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Clinical assessment of deaf people?s cognitive abilities

In M. M. M. D. Clark & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 14–37). Washington, DC: Gallaudet University Press.

Deafness and hearing loss

In Encyclopedia of psychology, Vol. 2 (pp. 441–444). Washington, DC/Oxford: American Psychological Association/Oxford University Press.

Editor's introduction: Perspectives on the nonverbal assessment of intelligence

Braden, J. P. (2000, September). JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, Vol. 18, pp. 204–210.

Educational assessment and accountability for all students

Madison, WI: Department of Public Instruction.

Nonverbal assessment of intelligence. (Special issue)

Journal of Psychoeducational Assessment, 18(3).

Prevention and intervention science

Review of the Universal Nonverbal Intelligence Test training materials

[Review of ]. Journal of Psychoeducational Assessment, 18(3), 289–292.

Accommodations in testing: Methods to ensure validity

Assessment Focus Newsletter, 8(1), 1–3.

Performance assessment and diversity

School Psychology Quarterly, 14(3), 304–326.

School psychology for high-risk populations: Gleanings from the Chicago Longitudinal Study

JOURNAL OF SCHOOL PSYCHOLOGY, Vol. 37, pp. 457–463.

Schools of authentic and inclusive learning (Research Institute on Secondary Education Reform--Youth with disabilities brief, no. 1)

Straight talk about assessment and diversity: What do we know?

SCHOOL PSYCHOLOGY QUARTERLY, 14(3), 343–355.

Straight talk about diversity and assessment. (Special issue)

School Psychology Quarterly, 14(3).

Administration of the WAIS-III in American Sign Language [videorecording]

San Antonio, TX: The Psychological Corporation.

Assessment of hearing impaired and deaf children with the WISC-III

In D. Saklofske & A. Prifitera (Eds.), WISC-III clinical use and interpretation: Scientist-practitioner perspectives (pp. 175–201). New York: Houghton-Mifflin.

Deaf and hard of hearing people

In C. L. F. J. Sandoval, J. D. S. K. F. Geisinger, & J. Ramos Grenier (Eds.), Test interpretation and diversity: Achieving equity in assessment (pp. 297–315). Washington, DC: American Psychological Association.

Learning disabilities identification and programming issues and needs: LD Planning Committee Report

Madison, WI: Department of Public Instruction.

Prevention

In R. J. Morris & T. R. Kratochwill (Eds.), The practice of child therapy. (3rd ed.) (pp. 510–539). New York: Pergamon Press.

The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1997

Madison, WI: Department of Public Instruction.

IDEA 97: Participation in state and district assessments

Communique, 26(3), 22–23.

The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1996

Madison, WI: Department of Public Instruction.

The practical impact of intellectual assessment issues

School Psychology Review, 26(2), 242–248.

Treatment utility of assessment: Myths and realities

School Psychology Review, 26(3), 475–485.

A review of Psychoeducational Assessment of Hearing-Impaired Students: Infancy through High School

[Review of ]. Journal of Psychoeducational Assessment, 14(1), 74–78.

Assessment and educational reform

Communique, 24(7), 9–10.

Data for dollars: Submissions requested!

Communique, 24(5), 39.

Facilitator?s training manual

Chicago, IL: Chicago Public Schools.

Wisconsin Student Assessment System performance assessment and exceptional children

Madison, WI: Wisconsin Center for Education Research.

A REPLY TO KISHOR - CHOOSING THE RIGHT METRIC

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 13(3), 250–265.

Advocating for our vocation: The NASP Professional Advocacy Committee

Communique, 24(2), 2.

For whom The Bell tolls: Why The Bell Curve is important for school psychologists

School Psychology Review, 24(1), 27–35.

Intelligence and personality in school and educational psychology

In International handbook of intelligence and personality (pp. 621–650). New York: Plenum Press.

The Wechsler Intelligence Scale for Children--Third Edition

In J. C. Conoley & J. I. Impara (Eds.), The Twelfth mental measurements yearbook. Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Deafness, deprivation, and IQ

New York: Plenum.

PERFORMANCE OF HEARING-IMPAIRED STUDENTS ON PLANNING, ATTENTION, SIMULTANEOUS, AND SUCCESSIVE (PASS) COGNITIVE PROCESSING TASKS

JOURNAL OF SCHOOL PSYCHOLOGY, 32(4), 371–383.

Professional prevention: The crisis you avert may be your own

Communique, 23(1), 26–27.

WHY DO DEAF-CHILDREN SCORE DIFFERENTLY ON PERFORMANCE VS MOTOR-REDUCED NONVERBAL INTELLIGENCE-TESTS

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 12(4), 357–363.

CONFIRMATORY FACTOR-ANALYSIS OF THE PLANNING, ATTENTION, SIMULTANEOUS, SUCCESSIVE (PASS) COGNITIVE PROCESSING MODEL FOR A KINDERGARTEN SAMPLE

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 11(3), 259–269.

THE EFFECTS OF RESIDENTIAL VERSUS DAY PLACEMENT ON THE PERFORMANCE IQS OF CHILDREN WITH HEARING IMPAIRMENT

JOURNAL OF SPECIAL EDUCATION, 26(4), 423–433.

The criterion validity of the WISC-III with deaf adolescents

In Advances in psychoeducational assessment : Wechsler intelligence scale for children (pp. 105–113). Cordova: Psychoeducational Corporation.

The future of assessment in public schools

Communique, 21.

Assessment of children who are deaf and hard of hearing

School Psychologist, 46(2), 8–9, 14,-17.

Calculating discrepancies using regression methods

CASP Today, 41(5), 22–23.

Clinical and research applications of the K-ABC

[Review of ]. Journal of Psychoeducational Assessment, 10, 174–181.

Dyadic agreement concerning the consultation process and its relationship to outcome

Journal of Educational and Psychological Consultation, 3, 119–132.

FEUERSTEIN DYNAMIC ASSESSMENT APPROACH - A SEMANTIC, LOGICAL, AND EMPIRICAL CRITIQUE

JOURNAL OF SPECIAL EDUCATION, 26(3), 281–301.

Intellectual assessment of deaf and hard of hearing people: A quantitative and qualitative research synthesis

School Psychology Review, 21, 82–94.

Norm-referenced tests: What we have and what we need

In Controversial issues confronting special education: Divergent perspectives. Boston, MA: Allyn & Bacon.

Rivermead Perceptual Assessment Battery

In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook (pp. 773–775). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

The DAS and special education placement

[Review of ]. Journal of Psychoeducational Assessment, 10, 93–99.

Wechsler Preschool and Primary Intelligence Scale-Revised

In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook (pp. 1029–1031). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

A meta-analytic review of IQ research with deaf persons

In Advances in cognition, education, and deafness: Second International Symposium on Cognition, Education, and Deafness (pp. 56–61). Washington, DC: Gallaudet University.

A meta-analytic review of deafness and intelligence

In ERIC Document Reproduction Service No. ED 313 837. ERIC.

An evaluation of a computer-assisted instruction program for elementary hearing-impaired students

Volta Review, 93, 247–252.

Assessment Practices Committee update

CASP Today, 40(5), 16.

Changes in school psychology: Of dinosaurs and mammals

CASP Today, 40(6), 10–11.

Dinosaur debate continues

CASP Today, 41(2), 16–23.

Prevention

In T. R. Kratochwill & R. J. Morris (Eds.), The practice of child therapy (pp. 410–444). Boston, MA : Allyn and Bacon.

Promoting health in schools: It's more than just mental

School Psychologist, 45(2), 4–6.

Regression discrepancy models: A tale of two children

CASP Today, 40(4), 6–7.

Restructured assessment: The ball's in your court

CASP Today, 41(1), 22–23.

Support paper on CASP's IQ stand: Tools worth keeping

CASP Today, 41(2), 6–9.

THE EFFECTS OF TOKEN REINFORCEMENT VERSUS COGNITIVE BEHAVIOR-MODIFICATION ON LEARNING-DISABLED STUDENTS MATH SKILLS

PSYCHOLOGY IN THE SCHOOLS, 28(3), 247–256.

The role of assessment in California schools: Ensuring student success

CASP Today, 41(1), 4–7.

Who can administer Woodcock Johnson-R?

CASP Today, 40(4), 9.

A call to action: Senatorial support for SB 1765 critical

CASP Today, 29(5), 6.

A school psychology cultural literacy test

Communique, 18(7), 14.

CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE WITH THE STANFORD ACHIEVEMENT-TEST - HEARING-IMPAIRED EDITION

JOURNAL OF SCHOOL PSYCHOLOGY, 28(2), 147–151.

Changes in PPS credential in school psychology: How these may affect you

CASP Today, 40(3), 22.

Come on in... The water's fine

CASP Today, 40(2), 15.

DO DEAF PERSONS HAVE A CHARACTERISTIC PSYCHOMETRIC PROFILE ON THE WECHSLER PERFORMANCE-SCALES

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 8(4), 518–526.

Experimental methods for assessing intelligence. (Special issue)

School Psychology Review, 20(4).

Race and gender bias in the administration of corporal punishment

School Psychology Review, 19, 378–383.

Real psychologists don't teach

CASP Today, 40(3), 15,-21.

Regression discontinuity designs: Applications for school psychologists

School Psychology Review, 19, 232–239.

The effect of residential school placement on deaf children's Performance IQ

School Psychology Review, 19, 350–355.

The report heard 'round the word

CASP Today, 40(2), 20.

Use of time-series, ARIMA designs to assess program efficacy

School Psychology Review, 19, 224–231.

A METHOD FOR DETERMINING THE PROBABILITY OF SPECIAL-EDUCATION ELIGIBILITY

JOURNAL OF SCHOOL PSYCHOLOGY, 27(1), 5–13.

DLM-Teaching Resources co-sponsors Division 16 activities at NASP

School Psychologist, 43(5), 10.

Deafness as a natural experiment: A meta-analytic review of IQ research

In Working papers: Second International Symposium on Cognition, Education, and Deafness (pp. 42–60). Washington, DC: Gallaudet University.

Electronic mail in academe

NASP-CTASP Newsletter, 7(3), 1,-9.

FACT OR ARTIFACT - AN EMPIRICAL-TEST OF SPEARMAN HYPOTHESIS

INTELLIGENCE, 13(2), 149–155.

FASP Standards of Practice: Time to clean the closet

Trainer's Forum, 8(4), 3.

Organizing and monitoring data bases

In S. H. Fradd & J. W. Weismantel (Eds.), Meeting the needs of linguistically and culturally different students: A handbook for educators (pp. 14–33). Boston : Little Brown.

Proactive school organization: Identifying and meeting special population needs

NABE Journal: The Journal of the National Association for Bilingual Education, 13, 1–20.

Rationale for position statement on reevaluation

Communique, 17(7), 4,-9.

School psychologist shortage: Does the supply demand attention?

Florida School Psychologist, 16(3), 1–2.

School psychology shortage: Proactive prevention possibilities

Florida School Psychologist, 16(4), 1–2.

Supply and demand in school psychology: An abnormal curve?

CASP Today, 29(3), 13,-25.

THE CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE AND OTHER NONVERBAL IQ TESTS FOR DEAF-CHILDREN

AMERICAN ANNALS OF THE DEAF, 134(5), 329–332.

The 1989 handbook of Florida school psychology internships

Tampa, FL: Florida Association of School Psychologists.

The effects of microcomputer telecommunication on hearing-impaired children's literacy and language

Volta Review, 91, 143–150.

Three year evaluations for handicapped students (Position statement adopted by the National Association of School Psychologists)

Communique, 17(7), 4.

UF reaches out to practitioners

Florida School Psychologist, 16(1), 6.

Advanced degree opportunities--Varied viewpoints

Communique, 12(3), 30.

Advanced graduate degrees for school psychology practitioners?

Florida School Psychologist, 14(4), 3–4.

Advanced training opportunities for practitioners: Forum feedback

Florida School Psychologist, 15(1), 8.

Aiming for student success: A model for proactive school organization

Planning & Changing, 18, 239–245.

Graduate training for practicing school psychologists: A forum to share the data

Florida School Psychologist, 15(5), 16–17.

Membership services at the APA Convention: Hospitality in the Big Peach

School Psychologist, 7.

Role expansion and readiness: The role of supervisors and trainers

Florida School Psychologist, 15(4), 7–8.

The effects of simple difference versus regression discrepancy methods: An empirical study

Journal of School Psychology, 26, 188–193.

Understanding IQ differences between groups: Deaf children as a natural experiment in the nature-nurture debate

In D. H. Saklofske & S. B. Eysenck (Eds.), Individual differences in children and adolescents: International perspectives (pp. 265–277). London: Hodder & Stoughton.

A COMPARISON OF REGRESSION AND STANDARD SCORE DISCREPANCY METHODS FOR LEARNING-DISABILITIES IDENTIFICATION - EFFECTS ON RACIAL REPRESENTATION

JOURNAL OF SCHOOL PSYCHOLOGY, 25(1), 23–29.

AN EXPLANATION OF THE SUPERIOR PERFORMANCE IQS OF DEAF-CHILDREN OF DEAF PARENTS

AMERICAN ANNALS OF THE DEAF, 132(4), 263–266.

COMPUTER-ASSISTED INSTRUCTION WITH DEAF-CHILDREN - PANACEA, PLACEBO OR POISON

AMERICAN ANNALS OF THE DEAF, 132(3), 189–193.

Evaluating the effects of traditional and nontraditional computer-assisted instruction on deaf children's literacy and academic achievement (Report No. 86-016)

Tallahassee, FL.: Institute of Government.

Overseas consultation: A case history

School Psychology International, 8, 79–84.

Proactive school organization: Identifying and meeting special population needs

In S. H. Fradd & W. J. Tikunoff (Eds.), Bilingual and bilingual special education: A guide for administrators (pp. 211–229). Boston: Little Brown; San Diego, CA: College-Hill Press.

Referring families to nonschool agencies: A family systems approach

School Psychology Review, 16, 513–518.

Results of summer institute survey released

Florida School Psychologist, 14(3), 5.

Review of Mindel, E. & Vernon, M. (Eds.) They grow in silence (2nd ed.)

[Review of Review of Mindel, E. & Vernon, M. (Eds.) They grow in silence (2nd ed.)]. American Annals of the Deaf, 134, 244.

READING HABITS AND PREFERENCES OF DEAF STUDENTS BEGINNING POSTSECONDARY PROGRAMS

AMERICAN ANNALS OF THE DEAF, 131(3), 253–256.

TESTING CORRELATIONS BETWEEN SIMILAR MEASURES IN SMALL SAMPLES

EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 46(1), 143–148.

A comparison of the WISC-R and WAIS-R Performance Scales in deaf adolescents

Journal of Psychoeducational Assessment, 3, 285–290.

Futile gestures: A reply to Courtney, Hayes, Couch, and Frick regarding pantomimed administration of the WISC-R Performance Scale

Journal of Psychoeducational Assessment, 3, 181–185.

Interpreter professionalization: A critical review

Journal of Interpretation, 2, 9–21.

LPAD applications to deaf populations

In Cognition, education, and deafness (pp. 148–150). Washington, D.C.: Gallaudet College Press.

LPAD applications to deaf populations (ERIC Reproduction Service Document No. 247 716)

ERIC.

The structure of nonverbal intelligence in deaf and hearing subjects

American Annals of the Deaf, 131, 496–501.

WISC-R DEAF NORMS RECONSIDERED

JOURNAL OF SCHOOL PSYCHOLOGY, 23(4), 375–382.

LPAD applications to deaf populations

In Working papers : International Symposium on cognition, education, and deafness: trends in research and instruction, Gallaudet College, Washington, D.C., June 5-8, 1984 (pp. 221–238). Washington, D.C.: Gallaudet College Press.

THE FACTORIAL SIMILARITY OF THE WISC-R PERFORMANCE SCALE IN DEAF AND HEARING SAMPLES

PERSONALITY AND INDIVIDUAL DIFFERENCES, 5(4), 403–409.

Reading habits and characteristics of beginning deaf post-secondary students

Washington, DC: Bureau of Education of the Handicapped.