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Best Practices in Multicultural Assessment of Cognition

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Handbook of Nonverbal Assessment

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Abstract

In this chapter, the author emphasizes that the continuing demographic shift in the United States has created an increasing need for assessment procedures that accurately reflect the abilities and skills of individuals who are culturally and linguistically diverse. Assessment of these individuals presents a variety of challenges, including but not limited to availability of tests that include nonnative English speakers and bilingual individuals in the standardization sample, knowledge about the cultural and language loading of assessment items, examiners with proficiency in understanding the issues related to culture and language acquisition, and with the ability to determine the potentially negative impact of cultural and linguistic loading of particular tests on examinee performance. By considering the factors presented above, as well as careful selection of instruments, examiners can work toward more accurate evaluation of an individual’s abilities and skills.

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Authors and Affiliations

  1. University of Tennessee, 535 BEC, 1122 Volunteer Blvd, Knoxville, 37996, USA

    Trish Franklin

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  1. Trish Franklin
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Correspondence to Trish Franklin .

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Editors and Affiliations

  1. University of Tennessee, Knoxville, Tennessee, USA

    R. Steve McCallum

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Franklin, T. (2017). Best Practices in Multicultural Assessment of Cognition. In: McCallum, R. (eds) Handbook of Nonverbal Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50604-3_3

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