[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600591-105":59,"doc-detail-600591-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bilingual-psychoeducational-assessment-model-grounded-in-cattell-horn-carroll-chc-theory-a-cross-battery-approach","Bilingual Psychoeducational Assessment Model Grounded in Cattell-Horn Carroll (CHC) Theory - A Cross Battery Approach","","Presents a bilingual psychoeducational assessment model grounded in Cattell-Horn Carroll (CHC) theory for Spanish- and English-speaking children classified as English Language Learners (ELL). The model assumes learning disabilities can manifest in both L1 and L2, requiring nondiscriminatory assessment to distinguish typical English language development from specific learning disabilities. It integrates CHC-based cognitive measures available in English, Spanish, and nonverbal modalities to help psychologists analyze strengths and weaknesses and deliver linguistically appropriate interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bilingual-psychoeducational-assessment-model-grounded-in-cattell-horn-carroll-chc-theory-a-cross-battery-approach/600591/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bilingual-psychoeducational-assessment-model-grounded-in-cattell-horn-carroll-chc-theory-a-cross-battery-approach/600591.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article emphasize nondiscriminatory assessment for culturally and linguistically diverse children?","Question",{"text":112,"@type":113},"It argues that U.S. special education systems have an overrepresentation of English Language Learners and that traditional assessment practices can contribute to misplacement and poor intervention, making nondiscriminatory procedures necessary.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the core premise of the bilingual assessment model proposed in the article?",{"text":117,"@type":113},"A learning disability must be manifested in both L1 and L2 for it to exist, and the assessment must therefore examine abilities across both languages.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the model support school psychologists during the assessment process?",{"text":121,"@type":113},"It offers CHC-based instruments in English, Spanish, and nonverbal modalities and uses an assessment model (multiple sources of information, observation, data-driven hypothesis, English language development, and language of assessment) to guide bilingual and monolingual English psychologists.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600591,1792110041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","117  \na Bilingual (english & spanish) Psychoeducational assessment ModeL Grounded in cattell-Horn carroll (cHc) theory: a cross Battery approach  \nPedro Olvera and Lino Gomez-Cerrillo,  \nAzusa Pacific University  \nThe Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish-and English-speaking children who are classified as ELL. This article presents a bilingual assessment model that incorporates CattellHorn Carroll (CHC) based instruments. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language) . The writers present cognitive assessments that are available in English, Spanish, and nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments, the school psychologist isin a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions.  \nKEywORDS: bilingual assessment, cultural linguistic diversity (CLD), Cattell-Horn Carroll (CHC) theory, nondiscriminatory assessment, cross battery assessment, learning disability.  \nSchool psychologists across the United States are asked to assess children from various cultural and linguistic backgrounds. Although a myriad of non-English languages are spoken, Spanish is the most common (Ochoa, Riccio, & Jimenez, 2004) . As this trend is also evident in the educational system, it is imperative that school psychologists are prepared to adequately assess and intervene with children who are culturally and linguistically diverse (CLD) . In many cases, children who are in the process of learning English appear to have the same learning challenges as those children who are suspected of having learning disabilities (Diaz-Rico & Weed, 2002) . Accordingly, an overrepresentation of CLD children within special education programs has been documented (Oswald & Coutinho, 2001) . This trend is especially evident when considering English language learners (ELL) placed in special education programs (Artiles, Rueda, Salazar, & Higareda, 2005) . In addition, using the traditional discrepancy model and a limited scholastic review of students has contributed to educational misplacement and poor intervention (Abedi, 2008). Thus, school psychologists need to be equipped with nondiscriminatory assessment procedures to adequately differentiate normal English language development (ELD) manifestations from specific learning disabilities (SLD) .  \nPart of identifying SLD in bilingual children involves conducting a bilingual assessment. A bilingual assessment is one conducted in both L1 (primary language) and L2 (secondary language) by a qualified school psychologist who is fluent in both languages, or a monolingual English school psychologist working with a qualified interpreter (Rhodes, Ochoa, & Ortiz, 2005) . A qualified interpreter is one whois fluent in the language and has firsthand knowledge of the culture. Although beyond the scope of this discussion, interpretation requires that the interpreter accurately express not only the content but also the emotional/affective nuances of the language. Interpreters need the following skills: to maintain neutrality and confidentiality; to adhere to ethical guidelines; to understand technical terms, procedures and rationale of the process of assessment; culture and language experience; and knowledge of key/critical issues that may arise (Rhodes et al., 2005). Lopez (2002) provides a list of suggested practices for school psychologists utilizing interpretation services.  \nCorrespondence concerning this article should be addressed to Pedro Olvera and Lino Gomez-Cerrillo, Azusa Pacific University, Sch","cbCaieGm43Kk4V4Q","https://ap.wps.com/l/cbCaieGm43Kk4V4Q","pdf",1872096,11,"English","# Bilingual Psychoeducational Assessment Model\n## Background and Rationale for Nondiscriminatory Assessment\n## Bilingual Assessment Procedures and Interpreter Role\n## CHC Theory as the Underlying Approach\n## Multiple Sources of Information","[{\"question\":\"Why does the article emphasize nondiscriminatory assessment for culturally and linguistically diverse children?\",\"answer\":\"It argues that U.S. special education systems have an overrepresentation of English Language Learners and that traditional assessment practices can contribute to misplacement and poor intervention, making nondiscriminatory procedures necessary.\"},{\"question\":\"What is the core premise of the bilingual assessment model proposed in the article?\",\"answer\":\"A learning disability must be manifested in both L1 and L2 for it to exist, and the assessment must therefore examine abilities across both languages.\"},{\"question\":\"How does the model support school psychologists during the assessment process?\",\"answer\":\"It offers CHC-based instruments in English, Spanish, and nonverbal modalities and uses an assessment model (multiple sources of information, observation, data-driven hypothesis, English language development, and language of assessment) to guide bilingual and monolingual English psychologists.\"}]","Bilingual Psychoeducational Assessment Model Grounded in Cattell-Horn Carroll (CHC) Theory - A Cross Battery Approach | PDF",1792091001,28]